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By V. Andreotti

Andreotti illustrates how postcolonial concept is utilized within the contexts of academic research/critique and in pioneering pedagogical tasks. She offers an obtainable and helpful evaluate and comparability of theoretical debates regarding evaluations of Western/Northern hegemony.

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Bhabha 1994, 66) This fixity may be seen as a desperate attempt by colonial discourse to eliminate the ambivalence at its basis— the ambivalence that recognizes the possibility of equality of the colonized, but that simultaneously needs to eliminate this possibility. This fixity is used by the colonizer in the construction of a positive image of itself and a negative image of the colonized Other to assert, as Souza (2004) points out, “ethnocentric transcendence, resulting in racist and discriminatory perceptions of the colonized that are seen as truthful and authentic representations” (116, my translation).

Loomba 1998, 47) In this binary opposition, the relationship of dependency becomes explicit: the construction of the “Other” as backward, is necessary for the construction of the “self” as culturally superior, which justifies the exercise of domination and control as a burden to intervene in the name of progress— to civilize, to educate, to modernize, and to develop the Other. In the analysis carried out in Orientalism, the Western/European ethnocentric and hegemonic construction of the “Other” is not disinterested and is determined by the will to dominate as the relationship between the cultures in question is unequal and the knowledge produced is “consistently put at the service of the colonial administration” (Moore- Gilbert, 1997, 38).

Now who would say that’s just the oppressed? The working class is oppressed. It’s not subaltern. (Spivak 1992, cited in De Kock 1992, 35) However, similar to Bhabha, her style of writing and mode of critique make it very difficult to classify or present a clear- cut picture of her work, which is much more related to finding contradictions (aporias) to open up debates than to propose coherent and consistent solutions. 38 Actionable Postcolonial Theory in Education On the other hand, her mode of analysis enables the emergence of productive ways of interrogating educational theories and practices, especially those concerned with globalization and social responsibility, and creates opportunities for the transformation of education toward more ethical encounters with Otherness.

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