Countering Coloniality in Educational Research: From Ownership to Answerability
Countering Coloniality in Educational Research: From Ownership to Answerability
复制标题
反教育研究中的殖民性：从所有权到责任性
DOI：
10.1080/00131946.2014.924942
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发表时间：
2014
影响因子：
1.7
通讯作者：
L. Patel
中科院分区：
文献类型：
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作者：
L. Patel
在这篇理论文章中，我主张一个关系的学习作为一种方式来计算与教育研究的一部分，美国的定居者殖民结构的立场。由于我的地缘政治位置，以美国作为一个定居者的殖民地，我开始由对比的立场，反殖民主义和非殖民主义。然后，我分析了教育研究的方式是由定居者殖民主义在其不断追求的财产和所有权动画。通过研究的例子，我使可见的定居者殖民主义的物理实践是如何通过教育的物质和比喻的做法，并延续殖民关系。最后，我呼吁教育研究对通过学习来学习的知识负责，因为它承认教育和教育工作者对定居者殖民主义的投资。
In this theoretical article, I argue for a relational stance on learning as a way of reckoning with educational research as part of the settler colonial structure of the United States. Because of my geopolitical location to the United States as a settler colony, I begin by contrasting the stances of anticolonial and decolonial. I then analyze the ways in which educational research is animated by settler colonialism in its constant pursuit of property and ownership. Through examples of research, I make visible how the physical practices of settler colonialism are echoed through material and figurative practices of education and perpetuate colonial relationships. I close with a call for educational research to become answerable to knowledge about learning through learning as being-in-relation that recognizes education and educators investments in settler colonialism.