Actionable Postcolonial Theory in Education by V. Andreotti

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By V. Andreotti

Andreotti illustrates how postcolonial concept is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an available and valuable evaluate and comparability of theoretical debates on the topic of opinions of Western/Northern hegemony.

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Sample text

Bhabha claims that it is the force of this internal ambivalence that gives the stereotype its “validity,” working as a strategy of discriminatory power. Bhabha says that this strategy is based on a myth that justifies the domination and absolute supremacy of the colonizing “race,” which is the “impossible desire for a pure undifferentiated origin” (81). He claims that the problem of origin is at the root of the production of racist and stereotypical knowledge: Stereotyping is not the setting up of a false image which becomes the scapegoat of discriminatory practices.

Thus, the existence of strategies of hierarchization and marginalization may be better understood in the management of colonial societies to objectify, normalize, and discipline colonial subjects (Bhabha 1994). As a result, the establishment of cultural supremacy reflecting the perceived fixed identities of colonizer and colonized is a necessary feature of colonial domination. Homi Bhabha’s Contribution 29 Culture as a Verb and Authenticity Bhabha’s conceptualization of culture is of extreme significance for education.

As Loomba (1998) points out, colonial discourses are diluted and hybridized in their process of delivery “so that fixed identities that colonialism seeks to impose on both the masters and the slaves are in fact rendered unstable [ . . ]colonizer and colonized are both caught up in a complex reciprocity” (232). For Bhabha, identities are relational and not formed in “perceiving a self-reflection in human nature or a place for the self between culture and nature, but in relation to the Other [ .

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