Interrupting the Coloniality of Knowledge Production in Comparative Education: Postsocialist and Postcolonial Dialogues after the Cold War
Interrupting the Coloniality of Knowledge Production in Comparative Education: Postsocialist and Postcolonial Dialogues after the Cold War
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中断比较教育中知识生产的殖民性：冷战后的后社会主义与后殖民对话
DOI：
10.1086/690458
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发表时间：
2017
影响因子：
1.8
通讯作者：
Nelli Piattoeva
中科院分区：
文献类型：
--
作者：
Iveta Silova;Z. Millei;Nelli Piattoeva
本文探讨了冷战后东南欧/中欧和前苏联的(后)社会主义空间中知识生产在比较教育中的殖民性。我们从事一种特殊形式的去殖民化，或沃尔特·米格诺洛所说的“脱钩”，以打破以西方为中心的知识霸权，使比较教育能够获得更包容不同声音的全球观点。我们的批评有三点。首先，我们通过新的多重框架重新思考和重写社会主义的过去(S)，揭示想象后社会主义未来的可能性(S)。其次，我们展示了空间分割世界的关系和相互交织的历史。第三，我们考察殖民主义如何塑造了我们作为学者的身份，并讨论了如何重新确立我们作为认知性主体的地位，这些主体既有合法性，也有能力从我们自己的起源和生活现实来看待和解释世界。
The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms “delinking,” to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our critique is threefold. First, we engage in rethinking and rewriting socialist past(s) through new and multiple frames to reveal possibilities for imagining postsocialist future(s). Second, we show the relations and the intertwined histories of the spatially partitioned world. Third, we examine how coloniality has shaped our own identities as scholars and discuss ways to reclaim our positions as epistemic subjects who have both the legitimacy and capacity to look at and interpret the world from our own origins and lived realities.