Literaturnachweis - Detailanzeige
| Autor/inn/en | Mansoor, Asma; Malik, Samina |
|---|---|
| Titel | Decolonial-Posthuman Pedagogy and Conceptualising 'Womanness' in Postcolonial Pakistan |
| Quelle | In: Compare: A Journal of Comparative and International Education, 52 (2022) 3, S.440-456 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mansoor, Asma) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| DOI | 10.1080/03057925.2020.1835463 |
| Schlagwörter | Foreign Countries; Females; Postcolonialism; Humanism; Gender Bias; Sex Stereotypes; College Students; Foreign Policy; Educational Practices; Womens Education; Human Body; Social Bias; Ethnicity; Racial Bias; Pakistan |
| Abstract | We propose a decolonial-posthuman pedagogy for contemplating the idea of 'womanness' in postcolonial Pakistan. Since posthumanism disbands anthropocentrism while decoloniality subverts Westcentrisms, we combine them to upend the notions of passivity and muteness attributed to Pakistani women via western feminist discourses. By foregrounding 'womanness' as an ongoing process of self-construction, we enable our undergraduate female Pakistani students of English Literature to rethink their selves as agentic knowing subjects. Through carefully designed activities, our students combined specific decolonial and posthuman theoretics while reading "Frankenstein" as a site wherein their own experiences as Pakistani women could be brought into play. Our approach blended the ideas of Walter Mignolo, Gayatri Spivak and Rosi Braidotti, etc., to posit how Pakistani womanness involves inhabiting other skins so as to raise questions regarding the modes of repression that have historically gone into defining their sense of self. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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