By Ali A. Abdi (auth.), Ali A. Abdi (eds.)
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Extra resources for Decolonizing Philosophies of Education
The powerful neoliberals and neoconservatives promote the idea that there is only one way to have a democratic society and that is one that is based on global capitalism, liberalism, individualism, and the freedom to engage in the world in these ways through the creation of systems and structures that ensure these are the only possible ways to move in the public sphere. Therefore, the majority of people in the world - in this model of democracy - are free to be hungry, sick, or uneducated, because, according to neoliberal and neoconservative discourses, they have made the “individual choice” to be poor.
A tool of massive erosion: Scientific knowledge in the neo-colonial enterprise. In G. L. Sefa Dei & A. ), Anti-colonialism and education: The politics of resistance (pp. 25–42). Rotterdam: Sense Publishers. Thésée, G. (2003). Le rapport au savoir scientifique en contexte d’acculturation. Application a l’étude de l’expérience scolaire en sciences d’élèves d’origine haïtienne. Doctoral dissertation, Université du Québec a Montréal. , & Carr, P. R. (2008). L’interculturel en environnement: Où justice sociale devrait rimer avec justice environnementale.
Such enclosure requires that policies (and therefore democracy) are reductive rather than generative. Education policy that is reductive has a long history of preparing teachers and students to take their place as obedient citizens. EFA Policy and Social Justice North (2008) frames the tensions in social justice education through three distinctions: how knowledge and action are linked; how the macro and micro are related; and how redistribution and recognition are engaged. These important aspects of social justice are helpful in evaluating the location and perhaps anticipating the kind of education that might emerge from a particular understanding of social justice.