By Norah Barongo-Muweke
Norah Barongo-Muweke goals to reconstruct a concept of citizenship schooling for the postcolonial South. She works in the direction of fostering medical building and mainstreaming of postcoloniality as analytical classification, measurement of gender, coverage, sustainable studying and societal transformation. A constant conceptual framework for theorising jointly gender and postcoloniality is absent up to now. In her analyses citizenship understanding and its bedrock associations are eroded.
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Additional resources for Decolonizing Education: Towards Reconstructing a Theory of Citizenship Education for Postcolonial Africa
In addition, linking postcolonial theory to the feminist intersectional framework is purposed to advance the analysis of gender as a dimension and perspective of postcoloniality and policy development. In chapter III, the review of meta-expert discourses from an educational perspective, is followed by a review of the term exogenousization and relevant principles of grounded theory by which it is introduced. This chapter is still in the context of step II of educational reconstruction. At the beginning of chapter IV, step I of the modified model of educational reconstruction which relates to clarification of the normative starting points and the educational goal is integrated based on the preceding analysis of the postcolonial scientific debate.
This study 94 95 96 97 On the dialectics of knowledge and power compare Foucault (1980). Discursive vulnerability as applied in the context of this discussion refers to the constitution of postcoloniality as an epistemic category within relations of power contradicted with its sociological invisibility and subsequent failure to deconstruct it within current knowledge systems. In gender terms, discursive vulnerability is closely linked to epistemic inequality. It refers to the relative lack of theoretical conceptualization of consciousness as a dimension and analytical category that inflicts gender and the subsequent contradictory idealization of postcolonial agency that arises out of this sociological blindness.
In chapter VI, the application of Dirk Lange’s political consciousness is then demonstrated in light of its scientific relevance in the multidimensional postcolonial context. In other words, postcolonial theory and Dirk Lange’s political consciousness are brought in relationship with each other and with postcolonial life worlds – in educational and transformatory perspective. Transposition of step IV of didactic structuring is recursively attempted at this level. Within this framework, the introduced theoretical concepts are handled in more detail and linked to a variety of postcolonial historical and empirical contexts in order to demonstrate their scientific relevance and concrete manifestations.
Decolonizing Education: Towards Reconstructing a Theory of Citizenship Education for Postcolonial Africa by Norah Barongo-Muweke
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