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1.
The recent critical turn toward post-secularism, particularly on behalf of theorists working from the perspective of Christian societies, has highlighted the difficulty of approaching the history of the Middle East through the binary of religion and secularism. This article argues that such terms are of little explanatory value in and of themselves, but rather must themselves be explained as unique historical objects. Through an analysis of the Arab public school system created by the government of Mandatory Palestine, this study demonstrates how the transformation of Islamic education occurred within a matrix of colonial domination that promoted its unique understanding of religion as a universal standard. By tracing the emergence of ‘religion’ as a distinct category of knowledge and human experience in modern Palestine, this article draws attention to the factors that distinguish the development of colonial secularism from phenomena observed in the Euro-American context.  相似文献   

2.
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to offer ways of naming in educational research beyond the White settler gaze. Finally, I look to hashtag naming in current social movements (e.g. #BlackLivesMatter, #DearNativeYouth #NotYourModelMinority) to imagine educational research that understands the naming of the communities of our work as informed by movement speech, the sort of naming that can save lives and show us and others who we are and desire to be.  相似文献   

3.
Abstract

Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education.  相似文献   

4.
Education was an instrument in Christian missions’ and colonial powers’ civilisation projects. At the same time, education was also instrumental in fostering opposition. This article approaches perceptions of education mainly from the perspective of Norwegian Lutheran missionaries in French colonial Madagascar during the 1940s. The focus is on how the mission, after several years under a secular French colonial government, related to the change in educational policy that came with the rise and fall of the anti-republican and pro-religious Vichy regime. When secularisation and assimilation policies were again implemented after the Second World War, Protestant missions struggled for influence. Madagascar experienced a bloody anti-foreign revolt in 1947 for which French administrators, among others, blamed education. Norwegian missionaries strongly opposed the revolt, but they were also in favour of leading education onto a Malagasy track. In this shifting colonial Malagasy context, mission education contributed to Christianisation, Frenchification and Malgachisation in the Malagasy society.  相似文献   

5.
Sexual-minority college students continue to experience heterosexism in the form of heterosexist and biased language from peers. Religion has been identified as a predictor of sexual prejudice among college students. Yet there is limited research on the intersection of race, religion, and heterosexism, and on interventions designed to address this prejudice. This study examined the effectiveness of multicultural education courses at a large public university on reducing heterosexism in Christian students. Analysis of pre- and post- data using repeated measures ANCOVA indicated African American Christian students had significantly higher heterosexism scores than White Christian students, and African American Christian students had a significant decrease in heterosexism as compared to White Christian students after taking a service learning course. These results have implications for future research and education on prejudice reduction.  相似文献   

6.
The analysis of about 50 textbooks, used in the elementary schools of the former Belgian Congo, reveals how the school education propagated the most formai colonial ideology in the terms proposed by the Belgian political authorities. Fundamental themes such as the legitimacy of the colonization and the sources of authority, and the bearers and symbols of colonial authority take an important place in the texts posed to the children. The traditional pre‐colonial beliefs and life‐style were placed in opposition to the new western institutions in a black‐is‐bad and white‐is‐good terminology. The pupils were invited to adhere to the new values and to acquire some selected skills in imitation of the Whites in order to be able to function in the new System. Historical representation shows the White as an heroic, perfect, even mythical being. At the opposite end are the Blacks, “In the hands of the Devil. “ Three booklets are in opposition to this dominant vision of the colonial society. They incite the young people to a positive consideration of their own culture and language. One of them not only resisted but attacked formally the established ideology and practices. Finally the author tries to discover the link between the school education and the concepts of power and actual behavior of the postcolonial authorities. These links seem to be more suggestive than formally established, but it is certain that all the protagonists of Independent Zaire until recent times have been educated in the colonial System and have had the textbooks in question in their hands. Attitudes of uncontrolled domination and reiigious submission in the postcolonial area are directiy related to the attitudes encrusted by the colonial school education. Colonial power had expressed his ideology in the most powerful propaganda tool: the textbook of the elementary school. The Second Republic in Zaire (1965‐1990) continued on this path using similar terminology and expressing the same authoritarian principles. At last both failed.  相似文献   

7.
19世纪中叶以后越南开始经历法国的殖民统治。在这个过程中,儒学教育的一元地位丧失,儒学学校体制随着殖民者实施地区分治的政治策略而出现分化,形成了越南罗马字学校、法国学校、儒学学校与新学机构并存的四分格局。教育的高度分化对法国在越南的殖民统治颇为不利,迫使殖民者加强殖民地教育的集权,加速建立统一的殖民教育体系。  相似文献   

8.
Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.  相似文献   

9.
日据时期台湾教育的双重性   总被引：2，自引：0，他引：2  
文章认为日本自 1895年占领台湾至 194 5年长达半个世纪之久 ,其间 ,日本在台实施的教育具有双重性 :一方面是典型的殖民教育 ,具体表现为强制推行日语教学、奴化教育和差别教育 ,主观上是以教育为手段 ,达到同化台湾人民 ,培养中下级技术人才作为其代理人 ,以利于殖民地经济运作和政治统治的目的 ;另一方面是客观上实现了台湾教育的近代化。在建立殖民地教育体制的过程中 ,日据台湾当局采用近代西方体制 ,从教育系统及学制都采用西方近代化的模式 ,客观上为台湾近代新的教育制度全面确立创造了有利条件。因此 ,台湾教育的近代化亦始于日据时期  相似文献   

10.
《模仿者》是维.苏.奈保尔的一部重要的有关第三世界政治的后殖民小说,涉及后殖民文学的多重深刻主题思想:模仿、身份、流亡、种族冲突、前殖民地与宗主国的关系等等。小说不仅再现了新近独立国家所面临的种种困境,民族主义者的两难境地,更重要的是揭示了长期的殖民统治和殖民教育给被殖民者造成难以摆脱的殖民心态以及由此产生的心理扭曲和人格分裂。  相似文献   

11.
The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of critical race theory (CRT). These perspectives offer a new and radical way of conceptualizing the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken‐for‐granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy‐makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neo‐nazi groups, but rather the taken‐for‐granted routine privileging of white interests that goes unremarked in the political mainstream.  相似文献   

12.
With the rise of place-based models of education, credence needs to be given to epistemological traditions that curate individual understandings of and relations to the social world (i.e., places). The epistemological traditions that have been shared across generations of North American settler colonialists are at the center of this article. The dominant epistemology of settler society provides racialized, anthropocentric, and capitalistic understandings of places. Relations to place are cultivated through particular conceptions of nature, private property, and personhood, which remain at the epistemic foundation of Western society. These conceptions are concomitant to modes of domination like white supremacy and settler colonialism, and ultimately constitute an ideal white male settler actor. This article suggests that place-based education carries the potential to offer epistemic resistance to domination, but first needs to engage in a more comprehensive understanding of settler traditions of place.  相似文献   

13.
Abstract

While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs’ epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the why (or logic) of these IOs’ epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of ‘delinking’ from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE.  相似文献   

14.
The development of the Irish system of education was, not unlike all critical aspects of Irish identity, fundamentally shaped by its relationship with its colonial neighbour. Prior to Independence in 1922, the system of education promoted was a fundamental part of a strategic effort to ensure cultural assimilation and political socialisation. Control over the education system facilitated the systematic erosion of the native language and culture and the reproduction of colonial values. Following Independence, the system of education promoted was a response to what was perceived as centuries of political, economic, cultural and linguistic domination. However, whether prior to or post‐Independence, the pedagogical was often marginalised at the expense of the political. This article focuses on an aspect of Irish education policy which has largely escaped the focus of scholars to date: teacher education policy. It examines the ideological basis underlying the development of a national policy on teacher education from 1831.  相似文献   

15.
ABSTRACT

This qualitative study discusses one Southern college of education and its engagement with White supremacy. This research stemmed from the Institution’s publication of an offensive catalog cover and the subsequent reactions to its inherent racism. Following this incident, our institution was dubbed ‘Cracker State’ in the media, informing our decision to analyze the historical connotations of this term for our pre-service educators. Utilizing Critical Whiteness Studies and Southern epistemology frameworks, we reconceptualize White Fragility while pulling from this experience and data collected to advance a strategy for confronting Southern White supremacy. Participants included 154 majority White and female students. Data stemmed from document analysis and two years of empirical data drawn from classroom discussions and student assignments. Due to the demographics and location of our college, we utilize the autobiographical demand of place and pay particular attention to understanding the influence of the South on the development of our students’ ideology. We explore this Southern place utilizing the following themes: (1) romantic fictions, (2) the specter of guilt, (3) God’s chosen people, and (4) the final great tragedy of the South. The goal is to begin a conversation regarding place-based pedagogy.  相似文献   

16.
This article examines the colonial encounters of gender, race and sexuality in the United States and the Philippines in the early 1900s. It traces the anxieties over US men's moral degeneracy and the representation of Filipinas as libidinal temptations, which mobilised US women's active participation in colonial biopolitics and governmentality. It contends that white women as imperial feminists asserted their principled crusade and superiority over white men and brown women by becoming bearers of racialised heteronormative traditions and feminine respectability and becoming barriers to inter‐racial sexual relations. White women focused on the white male domains of military and government and on the colonial education of brown women. Ultimately, the article supplements the Spivakian claim that “white men are saving brown women from brown men”, which has become the quintessential narrative of colonial justification and redemption, with “white women are saving white men and brown women from each other”. Drawing on government, newspaper and school documents, the article engages feminist discussions on the role of women in empire and education.  相似文献   

17.
Working specifically from the authors location in a working class urban teacher education program in the United States, this paper argues for the examination and problematization of one foundational archetype of a teacher in North America: the (white) Lady Bountiful. Incorporating discussions of the historical colonial contexts that produced this archetype and the ideologies she represents, this paper argues that the persistence of this image in popular culture, in teacher education programs, and beyond, contributes to a climate that makes it difficult to address white supremacy, heteronormativity and social class issues in teacher education programs. In addition, the endurance of this archetype can 'prohibit' certain bodies from entering the teaching profession.  相似文献   

18.
This study analyses the actual and perceived significance of schooling on the lives of rural people in Swaziland. It compares and contrasts the Swazi public's attitudes towards and participation in Western education during the colonial period with the present day. Through interviews with Swazi parents, students and teachers, the study finds that, as during the colonial period, parents feel alienated from the school as an institution. As today's Ministry of Education strives to incorporate a stronger technical aspect to the school curriculum, parents view school as a place primarily for academics. These attitudes are directly related to their keen awareness of the strong correlation between education and modern sector employment. This is particularly notable because now, in contrast to the colonial period, all parents strongly desire a formal education for their children and have high professional aspirations for them.  相似文献   

19.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse.  相似文献   

20.
Zadie Smith’s White Teeth argues that we can take responsibility for the future if we refuse to act in thrall to the legacies of the past, which favour one human life over another, and act instead with the conviction that all lives are lives (Judith Butler). White Teeth examines the colonial legacy of violence against others and suggests that we can only change what counts as the past for future generations by questioning the modernist ideology of science as liberation. This questioning entails a rethinking of masculinity in its paternal function and also in its symbolic manifestation as a trope for the production of the ‘truth’ we call science.  相似文献   

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