Literaturnachweis - Detailanzeige
| Autor/in | de Oliveira Andreotti, Vanessa |
|---|---|
| Titel | Conflicting Epistemic Demands in Poststructuralist and Postcolonial Engagements with Questions of Complicity in Systemic Harm |
| Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 50 (2014) 4, S.378-397 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1946 |
| DOI | 10.1080/00131946.2014.924940 |
| Schlagwörter | Politics of Education; Postmodernism; Educational Theories; Social Justice; Marxian Analysis; Discourse Analysis; Role of Education; Ethics; Foreign Policy; Political Attitudes |
| Abstract | In this article, I explore complex and contested interfaces between postcolonial and poststructural theories in the context of education, focusing on seemingly paradoxical epistemic demands related to justice and ethics. I start with a brief analysis of the heterogeneous and contested areas of poststructural and postcolonial theories in education, highlighting a common source of important insights in the works of Michel Foucault. Next, I present a concrete example of an academic incident that illustrates how politics of identity and ideas of justice/injustice, innocence, or complicity in harm can mobilize different epistemic demands, conceptualizations of ethics, and educational questions. In keeping with a postcolonial call to first provincialize and to subsequently deprovincialize Eurocentred disciplines, I offer a Quechua narrative as an alternative way to approach questions of justice and ethics, and conclude by suggesting the bridge as a metaphor for education and as a means to connect or to escape different difficult ethical imperatives in different realms of existence. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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