Revisiting (inclusive) education in the postcolony
Journal of the British Academy 9(s1), 47–75, 2021; DOI https://doi.org/10.5871/jba/009s1.047
30 Pages Posted: 21 Sep 2021
Date Written: January 18, 2021
This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.
Keywords: Education, inclusive education, exclusion, knowledge, postcolony, colonial(ism/ity)
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