By Ali A. Abdi (auth.), Ali A. Abdi (eds.)
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Integrated job 61
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Additional resources for Decolonizing Philosophies of Education
Again, considering knowledge, spaces and actors, these “talks” exist in an elite enclave, a product of a particular group that create their own enclosure to deliberate about justice (Deetz, 1992). As a result, we hear declarations of the need for justice delivered with great urgency for change but little for difference. Social justice within the elite bubble- this change with no difference – can never lead to any transformation of distribution, recognition, or participation usually named as the key components of a project of social justice.
Here the role of education is important in shifting the obedient citizen to the emancipated and engaged citizen. We can draw on understandings of the creativity of inclusiveness and the processes of generative complexity within dynamic, social systems. This understanding should be contrasted to the rigid hierarchies that have historically determined our understandings of policy processes. Scharmer’s (2007) work in this area suggests that understanding the dynamic complexity of a social system helps us see how the causes and effects of social (and political) actions and relations should be seen as far apart in both space and time and therefore, analysis and attention to processes and relationality are important.
Its legacies of poverty and environmental and social destruction are also extensively documented. This destructiveness can be seen in the diminished public sphere where the citizenry, trained to be obedient, have found few means for engagement or resistance that might shift the hegemony of the global capitalist project. If we are to engage in projects of decolonization, the analysis of patriarchy’s relationship to capitalism and colonialism must also be included if social justice is to satisfy its potential of creating inclusive public spaces where what is of common good can be identified and addressed.
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