RESISTANCE’ IS AN UNDER THEORIZED CONCEPT in education, particularly in the study of higher education. While the term is pervasive in educational discourse, what resistance means and evokes remain cloudy. Furthermore, in recent years, the question of colonialism is garnering attention in educational research (particularly in curriculum studies) evident in the resurgence of books and journal special issues examining the intersections between colonial relations and knowledge production, representation, and indigenous struggle (e.g. Coloma, 2009; Dei & Kempf, 2008; Grande, 2004; Kanu, 1999; Smith, 1999; Subedi & Daza, 2008; Willinsky, 1998). However, the theorization of resistance remains scarce in postcolonial and anticolonial discourses within the field of education. Both these latter schools of thought critically examine the multiple faces of colonialism in the past and present context, and encapsulates the intransience of colonizing practices (with different emphases) at the discursive, material, and cultural arenas in the academy and beyond. In this essay review, I examine two books with the objective of addressing these gaps in terms of resistance, neoliberal higher education, and social change. I critically analyze David Jeffress’ (2008) sole authored book, entitled “Postcolonial Resistance: Culture, Liberation and Transformation” (PR) and Arlo Kempf’s (2009) edited book, entitled “Breaching The Colonial Contract: Anti-colonialism in the US and Canada” (BCC).
Full text available as: http://journal.jctonline.org/index.php/jct/article/viewFile/178/20Shahjahan.pdf
|Document Title:||Engaging the faces of 'resistance' and social change from decolonizing perspectives towards transforming neoliberal higher education|
|Journal:||Journal of curriculum theorizing|
|Document Type:||Journal Article (Peer Reviewed)|
|Keywords:||Resistance, Social Change, Colonialism, Neoliberalism, Higher Education, Higher Education and Development|
|Date Added:||07 December 2011|