Anti-Colonialism and Education : The Politics of Resistance PDF
Preview Anti-Colonialism and Education : The Politics of Resistance
Anti-Colonialism and Education The Politicsof Resistance BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 7 Series Editors Kenneth Tobin The Graduate Center, City University of New York, USA Joe Kincheloe McGill University, Montreal, Canada Editorial Board Heinz Sunker,Universität Wuppertal,Germany Peter McLaren,University of California at Los Angeles,USA Kiwan Sung, Woosong University,South Korea Angela Calabrese Barton,Teachers College,New York, USA Margery Osborne,Centre for Research on Pedagogy and Practice Nanyang Technical University,Singapore W.-M. Roth,University of Victoria, Canada Scope Bold Visions in Educational Research is international in scope and includes books from two areas: teaching and learning to teach and research methods in education. Each area contains multi-authored handbooks of approximately 200,000 words and monographs (authored and edited collections) of approximately 130,000 words. All books are scholarly, written to engage specified readers and catalyze changes in policies and practices. Defining characteristics of books in the series are their explicit uses of theory and associated methodologies to address important problems. We invite books from across a theoretical and methodological spectrum from scholars employing quantitative, statistical, experimental, ethnographic, semiotic, hermeneutic, historical, ethnomethodological, phenomenological, case studies, action, cultural studies, content analysis, rhetorical, deconstructive, critical, literary, aesthetic and other research methods. Books on teaching and learning to teach focus on any of the curriculum areas (e.g., literacy, science, mathematics, social science), in and out of school settings, and points along the age continuum (pre K to adult). The purpose of books on research methods in education is not to present generalized and abstract procedures but to show how research is undertaken, highlighting the particulars that pertain to a study. Each book brings to the foreground those details that must be considered at every step on the way to doing a good study. The goal is not to show how generalizable methods are but to present rich descriptions to show how research is enacted. The books focus on methodology, within a context of substantive results so that methods, theory, and the processes leading to empirical analyses and outcomes are juxtaposed. In this way method is not reified, but is explored within well-described contexts and the emergent research outcomes. Three illustrative examples of books are those that allow proponents of particular perspectives to interact and debate, comprehensive handbooks where leading scholars explore particular genres of inquiry in detail, and introductory texts to particular educational research methods/issues of interest. to novice researchers. Anti-Colonialism and Education The Politics of Resistance Edited by George J. Sefa Dei and Arlo Kempf OntarioInstituteforStudiesin Education, Universityof Toronto,Canada SENSE PUBLISHERS ROTTERDAM / TAIPEI AC.I.P.recordforthisbookisavailablefromtheLibraryofCongress. ISBN90-77874-18-6 Publishedby:SensePublishers, P.O.Box21858,3001AWRotterdam,TheNetherlands http://www.sensepublishers.com Printedonacid-freepaper Allrightsreserved©2006SensePublishers No part of this work may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, microfilming,recordingor otherwise, withoutwritten permissionfromthe Pub- lisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaserofthework. To all those who have lost their lives to violence in our city – and to all those with the clarity to distinguishbe- tween injury and pathology. We hope these deaths will spur collective action to address the systemic neglect whichplaguessomanyofourcommunities. TABLE OF CONTENTS ForewordbyMolefiKeteAsante ix Acknowledgements xi Introduction:MappingtheTerrain–TowardsaNewPoliticsof Resistance 1 GeorgeJ.SefaDei 1. AToolofMassiveErosion:ScientificKnowledgeinthe Neo-ColonialEnterprise 25 GinaThésée 2. OnSilenceandDominantAccountability:ACriticalAnticolonial InvestigationoftheAntiracismClassroom 43 PhilipS.S.Howard 3. ImplicitRacismandtheBrain:HowNeurobiologyCanInform anAnti-Colonial,Anti-RacistPedagogy 63 SerhatUnsal 4. IsDecolonizationPossible? 87 NjokiNathaniWane 5. SpiritualPolitics:PoliticizingtheBlackChurchTraditionin Anti-ColonialPraxis 107 ElaineA.BrownSpencer 6. Anti-ColonialHistoriography:InterrogatingColonialEducation 129 ArloKempf 7. FromPost-ColonialtoAnti-ColonialPolitics:Difference,Knowledge andR.v.R.D.S. 159 LeilaAngod vii TABLEOFCONTENTS 8. ThePowerofOralTradition:CriticallyResistingtheColonial Footprint 175 MaryamNavabi 9. IndigenousKnowledgeinJamaica:AToolofIdeology inaNeo-ColonialContext 193 MarkV.Campbell 10. DevelopmentUnmoored 211 CatherineMoffatt 11. AnAnti-ColonialCritiqueofResearchMethodology 243 JenniferHales 12. Remembering,Resisting:CastinganAnti-ColonialGazeuponthe EducationofDiverseStudentsinSocialWorkEducation 257 BillieAllan 13. InvisibleViolenceandSpiritualInjurywithinPost-Secondary Institutions:AnAnti-colonialInterrogationandResponse 271 MarleneRuck-Simmons 14. EngenderingIndigenousKnowledge 293 LindsayKerr Conclusion:LookingForward–ThePedagogicalImplicationsof Anti-Colonialism 309 GeorgeJ.SefaDeiandArloKempf viii FOREWORD In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa DeiandArloKempfhavegivenusastimulatingintellectualaccountoftheissues surroundingthe activeattemptforeducationalliberation.Theauthorswhohave contributedto the volumehavebeenwellchosento presentcreativeapproaches tothisabidingprobleminmostoftheworld. Asweengagethe legaciesofcolonialismweare morecertaintodaythatthe nonmateriallegaciesare as importantin our thinkingas the materialoneswhen weengagequestionsofresistanceandrecovery.Thecolonizerdidnotonlyseize land, but also minds. If colonialism’s influence had been merely the control of landthatwouldhaverequiredonlyoneformofresistance,butwheninformation isalsocolonized,itisessentialthattheresistancemustinterrogateissuesrelated toeducation,informationandintellectualtransformations. Colonialismseekstoimposethewillofonepeopleonanotherandtousethe resourcesoftheimposedpeopleforthebenefitoftheimposer.Nothingissacred in such a system as it powers its way toward the extinction of the wills of the imposed uponwith one objectivein mind:the ultimate subjectionof the will to resist.Aneffectivesystemofcolonialismreducestheimposedupontoashellofa humanwhoisincapableofthinkinginasubjectivewayofhisorherowninterest. In everything the person becomes like the imposer; thus in desires, wishes, vi- sions,purposes,styles,structures,values,andespeciallythevaluesofeducation, thepersonoperatesagainsthisorherowninterest.Colonialismdoesnotengender creativity;it stifles it, suppressesit underthe cloak of assistance whenin factit is creating conditions that make it impossible for humans to effectively resist. Andyettherehasalwaysbeenresistanceandtherearenewmethodsofresistance gaininggroundeachday. The intricacies of engaging colonialism are as numerous as the ways colo- nialism has impacted upon the world. Indeed, the political-economic, social- behavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. WhatweseeinAnti-ColonialismandEducationisaprofoundattempttocapture forthereaderthepossibilitiesinherentineducationaltransformationthroughthe politicsofresistance. ProfessorsDeiandKempfhaveexercisedajudiciousimaginationinselecting the authors for the chapters in this book. Each author is an expert in the area ofthetopic,skilledinpresentationofthefactsbaseduponcurrenttheories,and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonialpolitical principlesyou will find colonialeducation.If you havethe vestigesof pastcolonialpractices, youwill see those practicesre- flectedintheeducationalsystem.IrememberacolleaguefromAlgeriasayingto methatwhentheFrenchruledthecountrythestudentslearnedthattheirancestors were the Gauls. When independencecame to Algeria, he said, the people were taughtthattheirancestorswereArabs.Thefactthatthiswasonlytrueforthose individualswhohadAraborigins,andthirtypercentdidnothavesuchancestry, wasuninterestingtothepoliticalagenda.Andsoithasbeenineverynationwhere you havea politicalintentionto mold a countryonthe basis of dominationyou willalsohaveresistance.Oneseemstogowiththeotherregardlesstohowlong theprocessseemstotaketocommence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages manytimes. Each authorseems to feel the same desiretoteachustobetrulyhuman;thatisenoughforustoinaugurateourown anti-colonialismcampaigninourschoolsandcolleges.Ishallgladlyjointhefray tomaketheworldbetter. MolefiKeteAsante ElkinsPark,PA19027 USA x
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