Abstract
Finally, a collection that brings needed scope, focus, and diversity to postcolonial studies in education. Its authors deliver pertinent, unsettling analysis of pervasive colonial legacies, matched by postcolonial conceptions of knowledge and culture, as well as exciting approaches to teaching and learning. The welcomed volume offers a rare gobally distributed set of perspectives that establish the currency of postcolonial perspectives as both critically productive and forward-looking ways of knowing. John Willinsky, Professor in Languages and Literacy Education: Pacific Press Professor in Literacy and Technology, University of British Columbia, Canada. This is a fine collection of papers, from some leading educational scholars. They argue that the contemporary corporatised policies of education such as international education limit the possibilities of transformative practice. They demonstrate how the local (the national) and the global (the imperial) are interconnected phenomena, acting upon one another to construct indigeneity and racialised identities, and even hybridation, in ways that engender inequalities, restrict human rights, and infridge on the democratic and civil rights of the colonised and the marginalised. At the same time, they point to the possibilities of resistance, conditions that provide pedagogic opportunities for the creation of counter-hegemonic ideas, expressions, practices and structures. This book is highly recommended. Fazal Rizvi Professor in Educational Policy Studies, University of Illinois, Urbana- Champaign, USA. [Book Synopsis]