Introduction: critiquing the onto-epistemic coloniality of modernity in/beyond education

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2022-02-22 DOI:10.1080/01596306.2022.2041327

Weili Zhao, T. Popkewitz

引用次数: 1

Abstract

When we proposed to do this special issue for Discourse almost three years ago, our intention was to historicize the happenings of epistemic colonialism in transnational/cultural knowledge translation and transfer. During the working process, we found that the seven pieces pushed us further with nuances that form along three lines. First, the notion of colonialism needs to be differentiated from coloniality. As proposed by Quijano (2000) and reiterated through Andreotti (2021),

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引言：批判教育内外现代性的非认识殖民主义

近三年前，当我们提出为《话语》做这一特刊时，我们的意图是将认识殖民主义在跨国/文化知识翻译和转移中发生的事情历史化。在工作过程中，我们发现这七件作品以三条线的细微差别进一步推动了我们。首先，殖民主义的概念需要与殖民主义区分开来。正如Quijano（2000）提出并通过Andreotti（2021）重申的那样，

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.