Revisiting (inclusive) education in the postcolony

This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these...

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Bibliographic Details
Published in:Journal of the British Academy 2021, Vol.9s1, p.47-75
Main Authors: Abdulrahman, Hadiza Kere, Adebisi, Foluke, Nwako, Zibah, Walton, Elizabeth
Format: Article
Language:English
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Summary:This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.
ISSN:2052-7217
2052-7217
DOI:10.5871/jba/009s1.047