Abstract
We begin by imagining! Perhaps more accurately stated, we begin by “reimagining” ’ as we take the opportunity presented in this book to realize two aims. First, we want to contribute to reinvigorating postcolonial discourse with these chapters serving as a dialogue among contributors and with the reader. The book also serves as an epistemological and methodological encounter with the wider social discourse, underlining urgent and unfinished business. Our second aim is to push the boundaries of postcolonial perspectives, seeking to expose and provoke, deconstruct and reconstruct, centering education as cultural practice and acknowledging it as occurring within community. During our preparation of this book, we have come to recognize that imagination is essential when considering postcolo-nialism, because it is necessary to accommodate a wide range of critical perspectives, which are potentially allied theories concerning the conditions of postcoloniality.
“…For the power to create and innovate remains the greatest guarantee of respect and recognition.”
—Nettleford, 1970, 227
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Althusser, L. 1971. Lenin and Philosophy. New York: Monthly Review Press.
Apple, M. 1996. Cultural Politics and Education. New York: Teachers College Press.
Bourdieu, P. 2006. “The Forms of Capital.” In Education, Globalization & Social Change, edited by H. Lauder; P. Brown; J. Dillabough and A. Halsey, 105–118. Oxford: Oxford University Press.
Freire, P. 1998. Pedagogy of Freedom: Ethics, Democracy and Civic Courage. Lanham, MD: Rowman and Littlefield.
Giroux, H. 1983. “Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis.” Harvard Educational Review 53: 257–293.
Gonzales, N., L. Moll, and C. Amanti, ed. 2005. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum.
Hall, S. 1996. “When Was the Post-Colonial?: Thinking at the Limit.” In, The Post-Colonial Question: Common Skies, Divided Horizons, edited by I. Chambers & L. Curti, 242–259. London: Routledge.
Hoffman, D. 1999. “Culture and Comparative Education: Toward Decentering and Recentering the Discourse.” Comparative Education Review 43 (4): 464.
Kanu, Y. 2003. “Curriculum as Cultural Practice: Postcolonial Imaginations.” Journal of the Canadian Association for Curriculum Studies 1 (1): 67–81.
Kanu, Y., ed. 2006. Curriculum as Cultural Practice: Postcolonial Imaginations. Toronto: University of Toronto Press.
Kemmis,S. 1995. “Prologue: Theorizing Educational Practice.” In For Education: Towards Critical Educational Inquiry, edited by W. Carr. Buckingham, UK: Open University Press.
Kemmis, S. and P. Grootenboer. 2008. “Situating Praxis in Practice: Practice Architectures and the Cultural, Social, and Material Conditions for Practice.” In Enabling Praxis: Challenges for Education, edited by S. Kemmis and T. J. Smith. Rotterdam: Sense 37–62.
Kenway, J., and J. Fahey, ed. 2009. Globalising the Research Imagination. London, Routledge.
Lee, C. 2007. Culture, Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind. New York: Teachers College Press.
Masemann, V. 1990. “Ways of Knowing.” Comparative Education Review 34 (4): 465.
McCarthy, C. 1998. The Uses of Culture: Education and the Limits of Ethnic Affiliation. New York: Routledge.
Moll, L. and S. Greenberg. 1990. “Creating Zones of Possibilities: Combining social contexts for instruction.” In Vygotsky and Education, edited by L. C. Moll. Cambridge: Cambridge University Press, 319–348. Funds of Knowledge Project.
Nettleford, R. 1970. Mirror Mirror: Identity, Race and Protest in Jamaica. Kingston: LMH Publishing.
Popkewitz, T. S. 2000. “Reform as the Social Administration of the Child: Globalization of Knowledge and Power.” In Globalization and Education: Critical Perspectives, edited by N. C. Burbules and C. A. Torres. New York: Routledge, 157–186.
Rizvi, F. 2000. “International Education and the Production of Global Imagination.” In Globalization and Education: Critical Perspectives, edited by N. C. Burbules and C. A. Torres. (New York: Routledge), 205–225.
Rizvi, F., B. Lingard, and J. Lavia. 2006. Postcolonialism and Education: Negotiating a Contested Terrain. Journal of Pedagogy, Culture & Society, 14 (October 2006): 249–262.
Shatski, T. 2012 (forthcoming). “A Primer on Practices.” In Practice-Based Education: Perspectives and Strategies, edited by J. Higgs et al. Rotterdam: Sense Publishers.
Young, M. 1971. Knowledge and Control. London: Collier Macmillan.
Editor information
Copyright information
© 2012 Jennifer M. Lavia and Sechaba Mahlomaholo
About this chapter
Cite this chapter
Lavia, J., Mahlomaholo, S. (2012). Introduction: Imagining the Postcolonial. In: Lavia, J.M., Mahlomaholo, S. (eds) Culture, Education, and Community. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137013125_1
Download citation
DOI: https://doi.org/10.1057/9781137013125_1
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-34128-3
Online ISBN: 978-1-137-01312-5
eBook Packages: Palgrave Education CollectionEducation (R0)