The possibilities of postcolonial praxis in education

Abstract

This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be critically reexamined and how cross racial/ethnic solidarity against dominant ways of being requires new ways of theorizing anti‐oppressive struggles. By critically highlighting issues of gender, we examine three themes relevant in postcolonial praxis: (1) discrepant identities; (2) critical global perspectives; and (3) racialization and ethnic postcolonial discourse.

Keywords:

• critical global perspectives
• identities
• postcolonial
• racialization

Acknowledgement

We appreciate all the anonymous reviewers who offered helpful feedback. The individual contributors to this issue would like to thank the many people who provided insights and inspiration for their articles. The editors especially thank Kate McCoy.