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International Review of Education

, Volume 52, Issue 1–2, pp 201–218 | Cite as

Cultural complexity, post-colonialism and educational change: Challenges for comparative educators

  • Anne Hickling-Hudson
Article

Abstract

This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote lifeaffirming practices in educational change.

Keywords

Student Teacher Educational Change Cultural Complexity Comparative Education Harvard Educational Review 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Kulturelle komplexitÄt, postkolonialismus und pÄdagogische verÄnderung: herausforderungen für vergleichende pÄdagogen

Zusammenfassung

Diese Studie erforscht verschiedene Bestandteile im Kampf um eine postkoloniale Neugestaltung von kultureller IdentitÄt durch Bildung. Unter Bezugnahme auf Erfahrungen in Australien und dem karibischen Raum illustriert die Autorin, wie Bildungssysteme unter dem Einfluss der Entkolonialisierung soziokulturelle Probleme wie Rassenspannungen und Machtstrukturen widerspiegeln. Die Autorin diskutiert die Schwierigkeiten für vergleichende PÄdagogen darin, mit unterdrücktem Wissen umzugehen; darin, die Bedürfnisse derer, die gesellschaftlich am Rand stehen, wahrzunehmen; darin, den Bedingungen, die zur Armut führen, entgegenzutreten; und darin, die Bildung für soziale Gerechtigkeit in einem Zeitalter neu zu gestalten, in dem die Durchsetzung von Gerechtigkeit zunehmend schwierig erscheint. Sie legt dar, dass vergleichende PÄdagogen aus der Nutzung von postkolonialen Denkweisen profitieren können, um kulturelle KomplexitÄt zu verstehen und lebensbejahende Praktiken in der VerÄnderung des Bildungswesens voranzutreiben.

Complexité culturelle, postcolonialisme et change-ment éducatif : Les défis pour les éducateurs comparés

Résumé

Cette étude explore les éléments divers de la bataille pour un remodellement postcolonial de l’identité culturelle à travers l’éducation. Se basant sur des expériences en Australie et aux Antilles, l’auteur illustre comment les systémes éducatifs sous-tendant la décolonisation reflétent les tensions socio-culturelles de races et de pouvoir. L’auteur discute des difficultés pour les éducateurs comparés à s’engager pour des savoirs étouffés, à reconnaÎtre les désirs ardents des marginaux, à défier les conditions qui ménent à la pauvreté, à remodeler l’éducation en faveur de la justice sociale dans une époque où l’obtention de la justice semble extraordinairement difficile. Elle soutient que les éducateurs comparés peuvent tirer profit d’un usage de la pensée post-coloniale afin de comprendre la complexité culturelle et de promouvoir des pratiques soutenant la vie au sein d’un changement éducatif.

Complejidad cultural, post-colonialismo y cambio educativo: Retos para educadores comparativos

Résumen

El présente estudio explora diversos elementos de la lucha por una recomposition postcolonial de la identidad cultural a través de la educación. Haciendo referencia a experiencias hechas en Australia y el Caribe, la autora ilustra cómo los sistemas educativos que están pasando por la descolonisación reflejan las tensiones socioculturales de raza y poder. La autora expone las complejidades que tienen que encarar los educadores comparativos al enfrentarse con conocimientos reprimidos, reconocer las demandas de los marginados, desafiar las condiciones que causan pobreza y recomponer la educación para lograr la justicia social en una era donde conseguir justicia parece ser cada vez más dificil. La autora sostiene que a los educadores comparativos les podria resultar beneficioso utilizar un pensamiento postcolonial para comprender la complejidad cultural y para promover prácticas que mejoren la calidad de vida en el cambio educativo.

кУльтУРНАь МНОгОгРА ННОсть, пОст-кОлОНИАл ИжМ И ОБРАжОВАтЕльНыЕ пЕР ЕМЕНы: ВыжОВы кОМпАРА тИВНыМ ИсслЕДОВАтЕльМ В сФЕРЕ ОБРАжОВАНИь — В

РЕжУМЕ

ДАННОМ ИсслЕДОВАНИ И ИжУЧАУтсь РАлИЧНыЕ с пОсОБы пОст-кОлОНИАл ьНОгО ИжМЕНЕНИь кУльтУРНО И ИДЕНтИЧНОстИ с пОМОЩ ьУ ОБРАжОВАНИь. ОсНОВ ыВАьсь НА ОпытЕ АВстРАлИИ И кАРИБскОгО РЕгИОНА, А ВтОР стАтьИ ИллУстРИ РУЕт, кАк ОБРАжОВАтЕльНыЕ сИс тЕМы, пРЕтЕРпЕВАУЩИЕ ДЕкО лОНИжАцИУ, ОтРАжАУт сОцИО-кУльтУРНыЕ тРЕ НИь, ВОжНИкАУЩИЕ МЕжДУ тО И ИлИ ИНОИ РАсОИ И ВлАс тьУ. АВтОР стАтьИ ОБсУжДАЕт тРУДНОстИ, стОьЩИЕ пЕ РЕД кОМпАРАтИВНыМИ ИсслЕДОВАтЕльМИ, кОт ОРыЕ жАклУЧАУтсь В НЕпОлН ОИ ИНФОРМАцИИ О жНАНИ ьх, ОпРЕДЕлЕНИИ И пРИжНА НИИ МАРгИНАльНых гРУпп, И жМЕНЕНИИ УслОВИИ, ВЕД УЩИх к БЕДНОстИ, И ИжМЕНЕНИИ ОБРАжОВАНИь Дль сОцИ АльНОИ спРАВЕДлИВОс тИ В ЁпОхУ, кОгДА ДОстИжЕНИЕ спРАВЕДлИВОстИ кАжЕ тсь ВсЕ БОлЕЕ тРУДНыМ. АВтОР стАтьИ УтВЕРжДАЕт, Чт О кОМпАРАтИВНыЕ ИсслЕ ДОВАтЕлИ МОгУт ИспОл ьжОВАть пОст-кОлОНИАльНОЕ МышлЕНИЕ, ЧтОБы лУЧшЕ пОНИМАть кУльтУРНУУ МНОгОгРАННОсть И пОД ДЕРжИВАть жИжНЕУтВЕРжДАУЩИИ О пыт В ОБРАжОВАтЕльНы х пЕРЕМЕНАх.

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Copyright information

© Springer 2006

Authors and Affiliations

  • Anne Hickling-Hudson
    • 1
  1. 1.School of Cultural and Language Studies in EducationQueensland University of TechnologyKelvin Grove, QueenslandAustralia

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