Postcolonial Learning in Neocolonial Times
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Postcolonial Learning in Neocolonial TimesAutor(es)
Fecha
2009-10-02Cita bibliográfica
Teasley, Cathryn. 2009. "Postcolonial Learning in Neocolonial Times." The International Journal of Learning: Annual Review 16 (6): 91-100. doi:10.18848/1447-9494/CGP/v16i06/46380
Resumen
[Abstract] By critically examining four broad dimensions of learning through the postcolonial lens, the aim with this study is to promote alternatives to today’s neoliberal variant on the technical-rational imaginary for learning. Such alternatives are meant to help learners of all ages, origins, and conditions, but especially those belonging to identity groups who regularly experience one or more forms of discrimination, inequality, and injustice, to identify neocolonial cultural and economic dynamics so that they might create a cross-cultural common ground from which to resist such oppression, as a means of empowering and perhaps even emancipating themselves from its damaging effects.
Palabras clave
Cross-cultural justice
Postcolonialism
Neocolonialism
Neoliberalism
Globalization
Cultural hybridity
Critical pedagogy
Roma-Gypsy
Spain
Galiza
Resentment
Resistance
Postcolonialism
Neocolonialism
Neoliberalism
Globalization
Cultural hybridity
Critical pedagogy
Roma-Gypsy
Spain
Galiza
Resentment
Resistance
Versión del editor
Derechos
© 2009, Common Ground Research Networks, All Rights Reserved
ISSN
1447-9494