Postcolonialism and Comparative Education

Towards a Different Construction of Blackness: Black Immigrant Scholars on Racial Identity Development in the United States

“…In keeping with a post-colonial frame (Tikly, 1999), our findings underscore that factors (in our case, ethnicity and cultural norms), rooted in each of our country's sociopolitical histories, have emerged as more salient for us than race as it is understood in the U.S. context. Much of our Black identity construction then remains a space of tension, congruent with Crenshaw's (1991) theory of intersectionality.…”

Towards a postcolonial research ethics in comparative and international education

“…Further, there has been only a limited attempt to apply insights from postcolonial theory to research ethics in education (see for example, Smith 1999, Chilisa 2009 1 . This is despite the growth in literature that has applied postcolonial theory to a broader understanding of education in the postcolonial world (see for example, Tikly 1999, Crossley and Tikly 2004, Hickling-Hudson, Mathews et al 2004, Coloma 2009). …”

Shifting selves: The emergence of new identities in South African schools

“…Central to these modes of thought is a concern to "re-narrativise" ( [Hall, 1996a], [Hall, 1996b], [Hall, 1996c] and [Hall, 1996d]) the globalisation story in a way that places historically marginalised parts of the world at the centre, rather than at the periphery of the education and globalisation debate ( [Tikly, 1999] and [Tikly, 2001]). South African education changes as viewed and analysed through the lens of these theories depicts a central concern with the continuing impact on education systems of European colonialism, and with issues of race, culture, language, as well as other forms of social stratification including class and gender in post-colonial contexts.…”

“…South African education changes as viewed and analysed through the lens of these theories depicts a central concern with the continuing impact on education systems of European colonialism, and with issues of race, culture, language, as well as other forms of social stratification including class and gender in post-colonial contexts. A postcolonial critique draws attention to the transnational aspects of globalisation and of social inequalities and seeks to highlight forms of resistance to Western global hegemony as they have manifested themselves in education ( [Tikly, 1999] and [Tikly, 2001]). …”