Philosophy Social Aspects

Childhood and Postcolonization: Power, Education, and by Gaile S. Cannella, Radhika Viruru

By Gaile S. Cannella, Radhika Viruru

This publication opens the door to the consequences of highbrow, academic, and fiscal colonization of teenagers during the international. utilizing a postcolonial lens on present academic practices, the authors desire to boost these practices out of reproducing conventional energy constructions and push our pondering past the adult/child dichotomy into new probabilities for the lives which are created with youngsters.

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65). Most disciplines taught in universities continue to be grounded in the concept of science as a basic way of understanding the world and do not accommodate other ways of knowing. Smith suggests that whether acknowledged or not, many academic disciplines are implicated in the process of colonialism, whether through taking over “indigenous” methods or testing their methods in the colonies. In his essay “Secular Interpretation, the Geographical Element and the Methodology of Imperialism,” Said (1995) makes a case for the need to look more carefully at what we call academic disciplines and examine their creation and proliferation in light of the realities of colonialism.

Colonized peoples were given the message that knowing how to use time properly was one of the hallmarks of modernity: working, eating, playing, nursing all had to be done at the right time. Thus, according to a Bengali text written in 1887 on domestic life, “it is absolutely essential that there is a clock in every house and that …the women are taught to read it” (as cited in Chakrabarty, 2000, p. 378). Further, evolutionary progress was also represented as a series of stages in time, from the “childhood” of the so-called primitive Childhood and postcolonization 36 peoples to the “enlightened adulthood” of European imperialism (McClintock, 1997, p.

7. The compulsory inclusion of literacy in most schools is a form of “foundationalism” (p. 19), presuming that given the right conditions simple abilities to read and write will develop in children and that those abilities in themselves are the foundation to a better life. 8. There is no one simple route to achieving literacy, whereas in the late 20th and early 21st centuries, there has been an assumption that economic development is directly linked to investing in systems of formal education. Reading and Colonization.

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