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The role of the philosopher of education in the task of decoloniality
Full text linkThis paper explores the meaning of ‘decolonization’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author’s own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination
Hybridity and national identity in post-colonial schools
Full text linkThe recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, founded on postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha's notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed
Book review: Democratic education as inclusion
No full textBook review of: Democratic education as inclusion / by Nuraan Davids and Yusef Waghid, Lanham, Lexington Books, 2022, 154 pp., £90 (hardback), ISBN 978-1-7936-5236-2, £45 (eBook) ISBN 978-1-7936-5237-
Can We Teach Philosophically About Unspeakable Human Suffering?
No full textThis paper is a reflective response to Tena Thau’s suggestion–in her 2024 piece ‘Moral Philosophy as War Propaganda’–that philosophy has little to teach about the war in Gaza (and, by extension, similar cases of widespread, horrific human suffering). I first reconstruct one of the arguments that Thau makes in her piece. I then show that her criticisms about philosophy are true for a particular way of doing philosophy, and I attempt to uncover the underlying philosophical anthropology that makes these moral philosophical approaches unsuitable for addressing grave human suffering. Finally, I propose that a critical phenomenological approach that examines widespread suffering through an anti-/post-/decolonial lens may be more suitable when teaching philosophically about human suffering
The role of the philosopher of education in the task of decoloniality
Full text linkThis paper explores the meaning of ‘decolonisation’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonisation in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author’s own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the threefold task of historical critique, conceptual retrieval, and creative reimagination
Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds.
Full text linkHannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds
Schools as Social Spaces: Towards an Arendtian Consideration of Multicultural Education
Full text linkHannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she also recognised that attempts to prepare children for citizenship threatened two characteristics of childhood: their vulnerability and their natality. Arendt\u27s heuristic can be fruitful for addressing dilemmas in citizenship education in ethnoculturally plural contexts
Jana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in Schools
Full text linkJana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in School
Postcolonial Education and National Identity: An Arendtian Re-Imagination
No full textRecognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children\u27s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt\u27s concept of the \u27social\u27, including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized
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