PALGRAVE MACMILLAN is pleased to announce the launching of a new book series, Postcolonial Studies in Education with Antonia Darder, Anne Hickling-Hudson, and Peter Mayo. This series focuses on the intersection of education with colonial, neocolonial and postcolonial issues, theories and ideologies. Exploring education as an important vehicle for both the inculcation of colonial ideologies and structures, and their unlearning, books will examine the nexus between culture, power, knowledges and histories in educational policy and practice, and the extent to which political movements have pursued the search for educational equity. Vital to this series is an engagement with the dynamic between language, literacies and cultures, deconstructing what is involved in the educational challenge to hegemonic languages and the promotion of local literacies, linguistic and cultural diversity, anti-racism and critical multiculturalism through teaching.
Series Editors:
ANTONIA DARDER is Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University and internationally recognized for her contributions to critical pedagogy and contemporary theories of racism, class inequalities, gender, and schooling. She is the author of Culture and Power in the Classroom (1991), Reinventing Paulo Freire: A Pedagogy of Love (2001) and is co-author (with Rudolfo Torres) of After Race: Racism After Multiculturalism (2004). She is the editor of Culture and Difference (1995), and co-editor of Latinos and Education (1996), The Latino Studies Reader: Culture, Economy and Society (1997), and The Critical Pedagogy Reader (2002).
ANNE HICKLING-HUDSON is Associate Professor in the Education Faculty of Australia’s Queensland University of Technology (QUT), specializing in cross-cultural and international education. Widely published, she has been a pioneer in applying postcolonial theory to the comparative analysis of educational policy and national development, with a focus on adult education for social change, tertiary education policy and South-South collaboration, and the intercultural curriculum in teacher education and schooling. She is a co-editor of a foundational book on postcolonial themes in education: Disrupting Preconceptions: Postcolonialism and Education (2004). As past President of the World Council of Comparative and International Education Societies (WCCES) from 2001 – 2004, Hickling-Hudson coordinated participation in the WCCES of thirty two comparative education societies across the globe.
PETER MAYO is Professor and Head of the Department of Education Studies, Faculty of Education, University of Malta. His books include Beyond Schooling: Adult Education in Malta (co-edited with G. Baldacchino, 1997), Gramsci, Freire and Adult Education (1999), Gramsci and Education (co-edited with C. Borg & J.A. Buttigieg, 2002), Liberating Praxis (2004 & 2008), Learning and Social Difference (with C. Borg, 2006), Education, Society and Leadership (co-edited with M. Darmanin, 2007), Adult Education in Malta (2007) and Public Intellectuals, Radical Democracy and Social Movements: A Book of Interviews (with C. Borg, 2007). He has edited
a special issue of the journal Comparative Education (2008) and is also editing a special issue of Educational Philosophy and Theory (forthcoming). He is President of the Mediterranean Society of Comparative Education for the period 2008-2010.

Palgrave Macmillan expects to publish 2-4 titles per year in this series.
We invite contact from authors and editors about their current projects by email or post.

For new proposals, please contact:

Palgrave Editor :
Julia Cohen
Associate Editor
Palgrave Macmillan
175 5th Avenue
New York, NY 10010
[email protected]

Postcolonial Thinking, Disruptive Knowledge and Pedagogical Action.

Anne Hickling-Hudson,

Faculty of Education, Queensland University of Technology, Australia.

 

Summary of invited address to the business meeting of the Postcolonial Studies SIG, AERA meeting, Vancouver, April 2012.

 

Introduction: Our postcolonial situation and its challenges

In this talk, I relate postcolonial epistemology to the AERA 2012 conference theme: ‘To Know is Not Enough’ by discussing pedagogies to help education students explore, from a postcolonial angle, racism, impoverishment and international aid in education.  I demonstrate some of my approaches for putting pre-service student teachers on a path of acquiring new perspectives about these global themes, and of planning pedagogical action.

 

My location in an Australian university is one strand of my cross-cultural background as a Caribbean scholar who has studied and worked in several countries.  I have ‘lived’ postcolonial and comparative education as a student, teacher and research scholar, both in the advantaged education systems of wealthy countries and the less well-off ones of the developing world – an unusual background for a teacher educator. Drawing on these experiences, I teach how postcolonial perspectives can deepen the understanding of education (see Hickling-Hudson 2011) as a step towards changing it. My aim is to disrupt the ideological ‘comfort zones’ of most students, shaped by an entirely Eurocentric education, and to challenge them to examine and experience alternative ways of understanding education. Their new knowledge is deepened when they take the first stage of pedagogical action, working in small groups to present their chosen topic to their classmates, and turning this knowledge into a plan of teaching for a semester.

Postcolonial Thinking, Disruptive Knowledge and Pedagogical Action.


AERA Featured Presidential Session - Monday, April 16, Vancouver, Canada.

Knowing Enough to Act:
The Educational Implications of a Critical Social Justice Approach to Difference

Is “knowing” a moral question? Ought “knowing” to have moral consequences and entailments? When does one “know enough”? Does “knowing” demand “acting”? What does this mean for the classroom, for pedagogy, and for what we teach? The discussion drew on the participants’ experiences in educations research, teaching, and social engagement in the educational contexts of their respective countries.

Session Participants:
Chair/Participant: Crain A. Soudien (University of Cape Town)
Participant: Sarada Balagopalan (Centre for the Study of Developing Societies, Delhi, India)
Participant: Vanessa de Oliveira Andreotti (University of Oulu)

Education, knowledge and the righting of wrongs
Vanessa Oliveira (Andreotti), vanessa.andreotti(at)oulu.fi

The Making of a Postcolonial Dissident Scholar

Antonia Darder

Presentation at the Postcolonial Studies in Education SIG meeting
American Educational Research Association Annual Meeting
April 10, 2011 in New Orleans, LA