比较教育研究前沿
比较教育研究前沿
1.Toward a Postcolonial Comparative and International Education
Author: Keita Takayama, Arathi Sriprakash, Raewyn Connell
Source: Comparative Education Review ( Dec 27, 2016): S1–S24
Abstract:
This article, which serves to introduce the special issue on “Contesting Coloniality: Rethinking Knowledge Production and Circulation in Comparative and International Education,” brings to the fore the rarely acknowledged colonial entanglements of knowledge in the field of comparative and international education (CIE). We begin by showing how colonial logics underpin the scholarship of one of the field’s founding figures, Isaac L. Kandel. These logics gained legitimacy through the Cold War geopolitical contexts in which the field was established and have shaped subsequent approaches including the much-debated world-culture approach to globalization in education. The article then reviews decolonial, postcolonial, and southern theory scholarship as an intellectual resource upon which CIE scholars and practitioners can draw to tackle these active colonial legacies. We situate the contribution of this special issue within this larger intellectual movement and call for a major collective rethinking of the way CIE knowledge is produced and circulated on a global scale.
2.The Persistent Challenges of Addressing Epistemic Dominance in Higher Education: Considering the Case of Curriculum Internationalization
Author: Sharon Stein
Source: Comparative Education Review (Mar 28, 2017): S25–S50
Abstract:
The recent growth of internationalization at colleges and universities in the Global North has amplified the need to address the ongoing colonial politics of knowledge in these institutions. In this article I argue that a failure to denaturalize and interrupt long-standing patterns of curricular Euro-supremacy may result in internationalization becoming yet another means of economic expansion and epistemic erasure. However, rather than offer a prescriptive roadmap for epistemic decolonization, this article is an effort to consider the paradoxes, challenges, and difficulties that often arise in efforts to do this work.
3.Attempting to Imagine the Unimaginable: A Decolonial Reading of Global University Rankings
Author: Riyad A. Shahjahan, Gerardo Blanco Ramirez, Vanessa de Oliveira Andreotti
Source: Comparative Education Review (Mar 23, 2017): S51–S73
Abstract:
This article presents a collaboration among critical scholars of color grappling with the challenges of reimagining global university rankings (GURs) in an effort to rethink the field of comparative education from a decolonial perspective. We start with an empathetic review of scholarship on rankings. This effort evidenced that rankings are embedded and sustained within a broader dominant imaginary of higher education, circumscribed by what is deemed possible and desirable within modern institutions. Seeking inspiration to explore beyond the current limits of our modern imagination, we turned to the teachings of the Dagara as a mirror that cast a different light on our investments in the very onto-epistemic structures that sustain the GURs. Being taught by Dagara’s teachings led us to realize that rankings are symptomatic of a much broader crisis shaking the ontological securities of modern institutions and that it is only through the loss of our satisfaction with these securities that we can start to imagine otherwise.
4.Interrupting the Coloniality of Knowledge Production in Comparative Education: Postsocialist and Postcolonial Dialogues after the Cold War
Author: Iveta Silova, Zsuzsa Millei, Nelli Piattoeva
Source: Comparative Education Review (Mar 30, 2017): S74–S102
Abstract:
The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms “delinking,” to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our critique is threefold. First, we engage in rethinking and rewriting socialist past(s) through new and multiple frames to reveal possibilities for imagining postsocialist future(s). Second, we show the relations and the intertwined histories of the spatially partitioned world. Third, we examine how coloniality has shaped our own identities as scholars and discuss ways to reclaim our positions as epistemic subjects who have both the legitimacy and capacity to look at and interpret the world from our own origins and lived realities.
5.Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue
Author: Robert Aman
Source: Comparative Education Review ( Mar 28, 2017): S103–S120
Abstract:
This article pushes for the possibility of alternative ways of thinking about the concept of interculturality depending on where and by whom it is being articulated (the geopolitics and body politic of knowledge). To illustrate this, the focus is shifted away from the policies of the European Union and UNESCO to the Andean region of Latin America where the notion of interculturalidad is not only a subject on the educational agenda but has also become a core component of indigenous social movements’ demands for decolonization. Part of the argument of this article is that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers a perspective on interculturality that relies on other epistemologies. It concludes by arguing that interculturality should be seen as interepistemic rather than simply intercultural.
6.Pedagogy of Absence, Conflict, and Emergence: Contributions to the Decolonization of Education from the Native American, Afro-Portuguese, and Romani Experiences
Author: Miye Nadya Tom, Julia Suárez-Krabbe, Trinidad Caballero Castro
Source: Comparative Education Review (Mar 23, 2017): S121–S145
Abstract:
This article employs the pedagogy of absence, conflict, and emergence (PACE), as an analytical approach to study concrete contributions to the decolonization of education. PACE seeks to transcend Eurocentric knowledge construction, and hence one of its fundamental efforts is to think from and for places, experiences, temporalities, and life projects otherwise rendered absent or negated in dominant education. The nonformal education projects studied are SNAG magazine in the Native American community of San Francisco, California (United States); efforts to “standardize” education among Romani communities in Córdoba, Spain; and hip-hop culture in Lisbon, Portugal. By challenging received practices of education and contributing to thinking of diversity from frameworks unconfined to dominant Eurocentric understandings, the case studies provide important insights to the multifaceted process of decolonization. The article concludes that PACE’s implications for educational research involve the methodological recentralization of the realities ignored by Eurocentric colonial education.
7.Pedagogical (Re)Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in Pakistan
Author: Shenila Khoja-Moolji
Source: Comparative Education Review ( Mar 23, 2017): S146–S170
Abstract:
This article illustrates the complexities as well as the promises of enacting a decolonial praxis in the context of teacher professional development. Focusing on a specific case of teacher professional development workshops in Pakistan, and drawing on the methodology of narrative inquiry, I outline some of the pedagogical (re)encounters that I created to reclaim local knowledge ecologies. It entailed examining the current moment of coloniality, including acknowledging internalized “extraversion” or westward orientation; an active reengagement with local landscapes, intellectual productions, and teacher selves, including a critique of hegemonic relations of domination; and finally, becoming hunarmand (skillful) in taking up, twisting, and molding dominant pedagogical models toward anti- and decolonial ends.