Abstract
In this chapter, I present three metaphors or narratives that unapologetically raise “a thousand questions” about education and do not provide any clear cut answers. My intention is to raise the stakes in our collective struggle with the joys, challenges and dilemmas involved in enacting education beyond historical patterns that have cultivated unsustainable and harmful forms of collective relationships and have limited human possibilities for imagining (and doing) otherwise.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
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.
References
Alexander, J. (2005). Pedagogies of crossing: Meditations on feminism, sexual politics, memory and the sacred. Durham, NC & London: Duke University.
Andreotti, V. (2011a). Actionable postcolonial theory in education. New York, NY: Palgrave Macmillan.
Andreotti, V. (2011b). (Towards) decoloniality and diversality in global citizenship education. Globalisation, Societies and Education, 9(3–4), 381–397.
Andreotti, V. (2012). Editor’s preface: HEADS UP. Critical Literacy: Theories and Practices, 6(1), 1–3.
Andreotti, V., & Souza, L. (Eds.). (2011). Postcolonial perspectives on global citizenship education. New York, NY: Routledge.
Biesta, G. (2012). Receiving the gift of teaching: From ‘learning from’ to ‘being taught by.’ Studies in Philosophy and Education, 32(5), 449–461. doi:10.1007/s11217-012-9312-9
Duran, E. (2006). Healing the soul wound: Counseling with American Indians and other native peoples. New York, NY: Teachers College Press.
Gandhi, L. (1998). Postcolonial theory: A critical introduction. New York, NY: Columbia University Press.
Hochschild, A. (1999). King Leopold’s ghost: A story of greed, terror, and heroism in Colonial Africa. New York, NY: Houghton Mifflin.
Hoofd, I. (2012). Ambiguities of activism: Alter-globalism and the imperatives of speed. New York, NY: Routledge.
Inayatullah, N., & Blaney, D. (2012). The dark heart of kindness: The social construction of deflection. International Studies Perspectives, 13(2), 164–175.
Lorde, A. (1979). The master’s tools will never dismantle the master’s house. Comments at ‘the personal and the political’ panel, Second Sex conference, USA. Retrieved May 10, 2011, from http://www.historyisaweapon.com/defcon1/lordedismantle.html
Maldonado-Torres, N. (2004). The topology of being and the geopolitics of knowledge: Modernity, empire, coloniality. City, 8(1), 29–56.
Mignolo, W. (2000). Local histories/global designs: Essays on the coloniality of power, subaltern knowledges and border thinking. Princeton, NJ: Princeton University Press.
Nandy, A. (2000). Recovery of indigenous knowledge and dissenting futures of the university. In S. Inayatullah & J. Gidley (Eds.), The university in transformation: Global perspectives and the future of the university (pp. 115–123). Westport, CT: Greenwood Publishing.
Pinar, W. F. (2009). The worldliness of a cosmopolitan education: Passionate lives in public service. New York, NY: Routledge.
Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16(6), 755–776.
Quijano, A. (1997). Colonialidad del poder, cultura y conocimiento en América Latina. Anuario Mariateguiano, 9(9), 113–122.
Souza, L. (2011). Engaging the global by resituating the local: (Dis)locating the literate global subject and his view from nowhere. In V. Andreotti & L. de Souza (Eds.), Postcolonial perspectives on global citizenship education (pp. 68–83). New York, NY: Routledge.
Souza Santos, B. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Eurozine. Retrieved February 27, 2012, from http://www.eurozine.com/articles/2007-06-29-santos-en.html
Spivak, G. (2004). Righting wrongs. The South Atlantic Quarterly, 103(2/3), 523–581.
Taylor, L. (2011). Beyond paternalism: Global education with preservice teachers as a practice of implication. In V. Andreotti & L. de Souza (Eds.), Postcolonial perspectives on global citizenship education (pp. 177–199). New York, NY: Routledge.
Todd, S. (2009). Toward an imperfect education: Facing humanity, rethinking, cosmopolitanism. London: Paradigm.
Zembylas, M. (2010). Racialization/ethnicization of school emotional spaces: The politics of resentment. Race Ethnicity and Education, 13(2), 253–270.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Andreotti, V.d.O. (2016). Education, Knowledge and the Righting of Wrongs. In: Geo-JaJa, M.A., Majhanovich, S. (eds) Effects of Globalization on Education Systems and Development. The World Council of Comparative Education Societies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-729-0_8
Download citation
DOI: https://doi.org/10.1007/978-94-6300-729-0_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-729-0
eBook Packages: EducationEducation (R0)