Going Back and Moving Forward: Intervening Postcolonial Interventions in Education

Abstract

Coloma, S. R. (Ed.). (2009). Postcolonial Challenges in Education. New York: Peter Lang.

Moraga, C., & Anzaldúa, E. G. (Eds.). (1981). This Bridge Called My Back: Writings by Radical Women of Color. Watertown MA: Persephone Press.

Notes

Notes

1 Countergenealogical approach is a method of research borrowed from Foucault’s concept of genealogy and Hawaiian conceptions of genealogy. Using countergeneology, Kaomea traces and reclaims histories and stories of Hawaiian women effaced by colonial renditions of them as passive, oppressed, and uncivilized (pp. 82–83).

2 Coloma uses Roderick Ferguson’s Critical Queer of Color analysis which is the “the interrogation of the normative and nonnormative articulations of social formations (political, economic, epistemological and cultural)” (p. 272), as a way to examine the intersections of empire and education.

3 Cornelia Sorabji was the first South Asian and woman to enter law school at Oxford in 1889. She graduated but was not allowed to work in the United Kingdom and returned to India to practice (p. 235).

4 Kala, also known as M.I.A. is a Sri Lankan, British hip‐hop artist.

5 Using Abu Lughod’s term halfie, Subedi describes his own mixed position as a researcher. Halfie refers to those researchers whose “identities and experiences” represent “national or cultural identity … mixed by virtue of migration, overseas education, [and] parentage” (p. 310).