The role of the philosopher of education in the task of decoloniality

Bibliographic Data

ID11952279
AuthorsRowena Azada-Palacios (0000-0001-6027-487X, Ateneo de Manila University, corresponding author)
Year2023
Volume58
Issue2-3
Pages308-320
Publication date2023-09-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhad055
OpenAlexW4386609369
LanguageEN
Citations received2
References cited17

This 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

Aesthetics · Colonialism · Curriculum · Curriculum framework · Decoloniality · Decolonization · Diversification (marketing strategy · Epistemology · Higher education · Identity (music · Management · Ontology · Pedagogy · Philosophy of education · Political science · Relation (database · Sociology · Task (project management · Global Education and Multiculturalism · Global Educational Policies and Reforms · Religious Education and Schools · Law · Philosophy

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