By V. Andreotti
Andreotti illustrates how postcolonial thought is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an obtainable and valuable assessment and comparability of theoretical debates relating to evaluations of Western/Northern hegemony.
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Kapoor summarizes her project as “a deconstructive position followed by a process of self-implication” (Kapoor 2004, 640). Four distinct propositions in relation to this project of establishing an “ethical relation to the Other” are analyzed below. ” In contrast with what is implied in Orientalism, Spivak rejects the idea that there is an uncontaminated space “outside” discourse, culture, institutions, or geopolitics, where one has access by virtue of lived experience or cultural origin or can claim purity, transparency, or triumphalism and launch a critique without being implicated in it.
46) On the other hand, Said suggests that it was not that Europeans individually disliked non-Western peoples or cultures or that they were telling lies, but that their cultural bias and interests were filtering their knowledge, as the study of the Orient was not objective but a political view of reality making a distinction between the familiar (Europe, West, us) and the Other (Orient, East, them). Said argues that When one uses categories like Oriental and Western as both the starting and the end points of analysis, research, public policy [ .
Bhabha and Gayatri C. Spivak in terms of their potential contributions to educational research and practice. Orientalism Foucault’s insight that knowledge is not innocent but profoundly connected with the operations of power—what he calls the “relations between discursive formations and non-discursive domains (institutions, political events, economic practices and processes)” (Foucault 1972, 162)—is what informs the text of Orientalism, Said’s first book, published in 1978. This is a book about Western representations of non-Western cultures in which Said points out the extent to which knowledge about the Orient as it was produced and circulated in Europe was an ideological necessary accompaniment of coercive power and the justifications for colonialism.
Actionable Postcolonial Theory in Education by V. Andreotti