Decolonization is a popular term. In this post, we provide a simple definition of colonization to understand what decolonization is. From there, we will look at different approaches to decolonization within the context of education.

The ideas here are drawn heavily from the work of Hanson and Jaffe.

Definitions

There are several definitions for colonization. Colonization is viewed by some as outsiders who exploit political and economic systems to have power and authority over other people and or the resources of these people. Colonization can be so powerful that the colonized people may begin to believe that they are inferior to their oppressors in terms of knowledge and spirituality. This sense of inferiority is also known as a culture bomb which is the destruction of the people’s belief in their own culture.

As a result of this mental, physical, and psychological pressure many people in colonized countries develop a double consciousness. A double consciousness is the internalizing of the two cultures in which the colonized person finds themselves. Often there is an antagonistic relationship between these two world views.

Decolonization is the process of removing the influence of non-native worldview(s) within the context of a formerly colonized country and or people. Through this process, the people achieve self-determination and autonomy. Within education, decolonization is the determination of who is speaking for whom within the context of learning and confronting the positionality of ideas discussed in class. Decolonization in education supports epistemic pluralism, which is the belief in having multiple viewpoints within a discussion.

Approaches

Several different approaches are used to decolonize education. The liberal approach views colonization as a process of exclusion and misrepresentation. The answer to colonization for the liberal approach is to increase diversity, equity, and inclusion. By bringing a diverse group of people into the context of education multiple perspectives are ensured and the dominance of the colonizer’s perspective should be weakened.

The emancipatory approach focuses on the dynamics of domination and subordination as the main problem. The solution to this problem is the transformation of the political and socioeconomic structures. In other words, a strong overthrow of the existing standards and norms that may have been brought in by the oppressors. An example would be training women to assume non-traditional gender roles outside the home with the hope of destabilizing male dominance. Emancipatory approaches are supported by many social justice warriors of the current era.

The sentimental approach has a sense of nostalgia. This approach encourages returning to the way things were before the country or people were colonized. This look to the past encourages the use of museums and other judges of history to support this support for the past.

Emerging approaches are ever-changing and not stabilized. What is unique about this approach is that the ideas originate from people from oppressed groups rather than from outside this experience. Since these ideas are emerging there is no single definition in terms of what this group stands for.

Conclusion

Decolonization is a natural reaction to injustice. A desire to remove the influence of people who oppressed someone is a normal response. The goal here was only to show how this reaction may manifest itself within education.