Postcolonial Learning in Neocolonial Times

By Cathryn Teasley.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

By critically examining four broad dimensions of learning through the postcolonial lens, the aim with this study is to promote alternatives to today’s neoliberal variant on the technical-rational imaginary for learning. Such alternatives are meant to help learners of all ages, origins, and conditions, but especially those belonging to identity groups who regularly experience one or more forms of discrimination, inequality, and injustice, to identify neocolonial cultural and economic dynamics so that they might create a cross-cultural common ground from which to resist such oppression, as a means of empowering and perhaps even emancipating themselves from its damaging effects.

Keywords: Cross-cultural justice, Postcolonialism, Neocolonialism, Neoliberalism, Globalization, Cultural hybridity, Critical pedagogy, Roma/Gypsies, Spain, Galiza, Resentment, Resistance

The International Journal of Learning, Volume 16, Issue 6, pp.91-100. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.310MB).

Cathryn Teasley

Adjunct Professor, Curriculum, Instruction and School Organization, University of a Coruña, A Coruña, Spain

She is Adjunct Professor of Curriculum, Instruction and School Organization at the University of A Coruña, Spain. Her work is focused on cross-cultural justice through education, and is reflected in publications such as Transnational perspectives in culture, policy, and education (Peter Lang, 2008), which she co-edited with Cameron McCarthy.

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