Analytic philosophy of education and the postcolonial moment

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Daniels, P. Enslin
{"title":"Analytic philosophy of education and the postcolonial moment","authors":"S. Daniels, P. Enslin","doi":"10.1177/14778785231184870","DOIUrl":null,"url":null,"abstract":"Of all possible future directions for analytic philosophy of education, few are as overdue as thoroughly confronting the legacy of colonialism and the postcolonial moment. Rightly credited with establishing the credibility and standing of philosophy of education, by 1980, analytic philosophy of education was the dominant though not unchallenged approach to philosophy of education in the Anglo-American world. While its dominance has declined and philosophy of education has become more diverse, analytic philosophy of education retains a strong international presence in educational theory. By contrast, postcolonial theory – the critical study of colonialism and its aftermath – has attracted growing interest across many academic disciplines, developing from the 1970s onwards from its early location in literary and cultural studies. After outlining the emergence of analytic philosophy of education, and the subsequent reshaping of philosophy of education, we describe postcolonial theory and the place of education in both colonialism and postcolonial thought. Having thus located analytic philosophy of education and the postcolonial turn in their own times and contexts, we consider the postcolonial challenge to Western philosophy and how analytic philosophy of education could respond, developing our stance on a postcolonial future direction for analytic philosophy of education. We argue that the future of philosophy of education is now inescapably postcolonial and that it should retain its analytical strengths.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"216 - 231"},"PeriodicalIF":1.3000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory and Research in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14778785231184870","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Of all possible future directions for analytic philosophy of education, few are as overdue as thoroughly confronting the legacy of colonialism and the postcolonial moment. Rightly credited with establishing the credibility and standing of philosophy of education, by 1980, analytic philosophy of education was the dominant though not unchallenged approach to philosophy of education in the Anglo-American world. While its dominance has declined and philosophy of education has become more diverse, analytic philosophy of education retains a strong international presence in educational theory. By contrast, postcolonial theory – the critical study of colonialism and its aftermath – has attracted growing interest across many academic disciplines, developing from the 1970s onwards from its early location in literary and cultural studies. After outlining the emergence of analytic philosophy of education, and the subsequent reshaping of philosophy of education, we describe postcolonial theory and the place of education in both colonialism and postcolonial thought. Having thus located analytic philosophy of education and the postcolonial turn in their own times and contexts, we consider the postcolonial challenge to Western philosophy and how analytic philosophy of education could respond, developing our stance on a postcolonial future direction for analytic philosophy of education. We argue that the future of philosophy of education is now inescapably postcolonial and that it should retain its analytical strengths.
分析教育哲学与后殖民时代
在分析教育哲学的所有可能的未来方向中,很少有人能像彻底面对殖民主义的遗产和后殖民时代那样早该走了。到1980年,分析教育哲学是英美世界教育哲学的主流,但并非没有挑战性。尽管分析教育哲学的主导地位已经下降,教育哲学也变得更加多样化,但它在教育理论中仍保持着强大的国际影响力。相比之下,后殖民理论——对殖民主义及其后果的批判性研究——吸引了许多学术学科越来越多的兴趣,从20世纪70年代开始,它在文学和文化研究中的早期位置就得到了发展。在概述了分析教育哲学的出现以及随后对教育哲学的重塑之后,我们描述了后殖民理论以及教育在殖民主义和后殖民思想中的地位。因此,我们将分析教育哲学和后殖民转向定位在各自的时代和背景中,思考后殖民对西方哲学的挑战,以及分析教育哲学如何应对,从而发展我们对分析教育哲学后殖民未来方向的立场。我们认为,教育哲学的未来是不可避免的后殖民主义,它应该保持其分析能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信