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ERIC Number: EJ1037489
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0013-1946
Conflicting Epistemic Demands in Poststructuralist and Postcolonial Engagements with Questions of Complicity in Systemic Harm
de Oliveira Andreotti, Vanessa
Educational Studies: Journal of the American Educational Studies Association, v50 n4 p378-397 2014
In this article, I explore complex and contested interfaces between postcolonial and poststructural theories in the context of education, focusing on seemingly paradoxical epistemic demands related to justice and ethics. I start with a brief analysis of the heterogeneous and contested areas of poststructural and postcolonial theories in education, highlighting a common source of important insights in the works of Michel Foucault. Next, I present a concrete example of an academic incident that illustrates how politics of identity and ideas of justice/injustice, innocence, or complicity in harm can mobilize different epistemic demands, conceptualizations of ethics, and educational questions. In keeping with a postcolonial call to first provincialize and to subsequently deprovincialize Eurocentred disciplines, I offer a Quechua narrative as an alternative way to approach questions of justice and ethics, and conclude by suggesting the bridge as a metaphor for education and as a means to connect or to escape different difficult ethical imperatives in different realms of existence.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A