教育哲学家在非殖民化任务中的作用

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-09-11 DOI:10.1093/jopedu/qhad055

Rowena Azada-Palacios

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引用次数: 0

摘要

本文探讨了“去殖民化”与学校课程的关系，以及教育哲学家在这一任务中的作用。本文以菲律宾为例，说明殖民主义如何不仅支撑了学校课程，还支撑了后殖民地的整个正规教育体系。据此，它认为教育中的非殖民化必须超越课程的多样化，并以更广阔的正义视野为目标。根据作者自己重新构想国家认同教学的尝试，本文提出，希望参与非殖民化工作的教育哲学家将他们的贡献视为历史批判、概念恢复和创造性重新想象的三重任务。

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The role of the philosopher of education in the task of decoloniality

Abstract This paper explores the meaning of ‘decolonisation’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonisation in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author’s own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the threefold task of historical critique, conceptual retrieval, and creative reimagination.

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来源期刊

JOURNAL OF PHILOSOPHY OF EDUCATION Multiple-

CiteScore

2.00

自引率

10.00%

发文量

期刊介绍： Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.