Cultural Complexity, Post-Colonialism and Educational Change: Challenges for Comparative Educators

Autor/in	Hickling-Hudson, Anne
Titel	Cultural Complexity, Post-Colonialism and Educational Change: Challenges for Comparative Educators
Quelle	In: International Review of Education, 52 (2006) 1, S.201-218 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-005-5592-4
Schlagwörter	Educational Change; Poverty; Cultural Awareness; Foreign Countries; Justice; Educational Practices; Comparative Education; Sociocultural Patterns; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Armut; Cultural identity; Kulturelle Identität; Ausland; Gerechtigkeit; Bildungspraxis; Vergleichende Erziehungswissenschaft; Soziokulturelle Theorie; Australien
Abstract	This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote life-affirming practices in educational change. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10