Provincializing "the West" by essentializing "the East"?

Autor/in	Culp, Julian
Titel	Provincializing "the West" by essentializing "the East"?
Quelle	In: on education. Journal for research and debate, 3 (2020) 7, 5 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.25656/01:23060 10.17899/ON_ED.2020.7.2
URN	urn:nbn:de:0111-pedocs-230605
Schlagwörter	Bildungstheorie; Bildung; Bildungspraxis; Kolonialismus; Postkolonialismus; Herrschaft; Macht; Kapitalismus; Dominanz; Wissen; Ideologie; Moral; Gerechtigkeit; Demokratie; Westliche Welt; Ost-West-Vergleich; Literaturanalyse
Abstract	Like other educational theorists that have employed poststructuralist ideas, postcolonial theorists provide important insights into how seemingly innocuous educational practices can become effective tools of domination by using knowledge as power. Misrepresentations of the difference between "the West" and "the East" have done important work for the colonizers. Under contemporary conditions such misrepresentations are, once again, prone to serve those who occupy the more privileged and powerful social positions. Despite the undeniable importance of such postcolonial analyses of education, the author has warned that we must tread carefully when limiting the scope of supposedly "Western" ideas, norms and processes such as capitalism or certain understandings of democracy and justice. Social-scientific and humanistic inquiry is needed in order to determine what does and what does not belong to "the West" and "the East", respectively. Otherwise the attempts to provincialize "the West" may end up essentializing "the East". (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main