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Revisiting (inclusive) education in the postcolony

Abdulrahman, Hadiza Kere; Adebisi, Foluke; Nwako, Zibah; Walton, Elizabeth

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Authors

Hadiza Kere Abdulrahman

Foluke Adebisi

Zibah Nwako



Abstract

This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.

Journal Article Type Article
Acceptance Date Mar 31, 2021
Online Publication Date Apr 1, 2021
Publication Date Apr 1, 2021
Deposit Date Jun 3, 2021
Publicly Available Date Jun 7, 2021
Journal Journal of the British Academy
Electronic ISSN 2052-7217
Publisher British Academy
Peer Reviewed Peer Reviewed
Volume 9
Issue s1
Pages 47-75
DOI https://doi.org/10.5871/jba/009s1.047
Public URL https://nottingham-repository.worktribe.com/output/5623899
Publisher URL https://www.thebritishacademy.ac.uk/publishing/journal-british-academy/9s1/revisiting-inclusive-education-in-the-postcolony/

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