By V. Andreotti
Andreotti illustrates how postcolonial thought is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an available and beneficial evaluation and comparability of theoretical debates regarding evaluations of Western/Northern hegemony.
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Additional info for Actionable Postcolonial Theory in Education
In which each one is inserted in a concept of homogeneity: each one sees itself as whole, authentic, independent from others, existing in an empty and homogeneous space— in this context it is the strongest that benefits most. Syncretism, on the other hand, suggests the overcoming of difference in which two opposites come together forming a third entity, transforming, paradoxically, heterogeneity into homogeneity (131–32, my translation). Contrary to the common view that equates syncretism with homogeneity, Bhabha sees all cultures as (always and already) hybrid and proposes the recognition of hybridity in order to transform attitudes and assumptions toward cultural difference.
Spivak rejects all definitions of identity that are based on essentialist conceptions of origins or belonging. Her argument relies on two premises: the decenterdness of the subject resulting from its emergence through the symbolic order inscribed in language and affected by a discontinuous network of contexts (referring to Derrida, Foucault, and Lacan); and that “any notion of a “pure” or “original” form of postcolonial (or subaltern) consciousness and identity implies that (neo)colonialism has had no role in constructing the identity of its subjects” (Moore- Gilbert 1997, 86).
He questions “authentic representations” of both in the sense that any representation—is necessarily already contaminated by multiple systems of representation and, therefore, hybrid (Souza 2004, 114–15). The implication is that no representation can exist in isolation from its cultural or ideological categories— all systems of representation are imbricated in other systems of representation, and not dependent on anchored, objective external referents outside discourse—which makes the idea of authenticity indefensible.
Actionable Postcolonial Theory in Education by V. Andreotti