What is it about?
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.
Featured Image
Photo by Ivan Aleksic on Unsplash
Why is it important?
Trying to achieve inclusivity without taking into account the context and history will almost always result in flawed solutions.
Perspectives
To determine what it means to educated, I suggest here that we must consider what knowledge has been used for and how that use arises from and impacts upon the relationship between person, education and knowledge. The key questions that arise for me in this exploration include not just the purposes of education, but also the content of education – the purposes of education often dictate its content. Overlapping these two questions is the matter of inclusivity i.e. who/what is enclosed within the purposes and content of education?
Dr Foluke Ifejola Adebisi
University of Bristol
Read the Original
This page is a summary of: Revisiting (inclusive) education in the postcolony, Journal of the British Academy, January 2021, British Academy,
DOI: 10.5871/jba/009s1.047.
You can read the full text:
Contributors
The following have contributed to this page
