{"title":"Introduction: critiquing the onto-epistemic coloniality of modernity in/beyond education","authors":"Weili Zhao, T. Popkewitz","doi":"10.1080/01596306.2022.2041327","DOIUrl":null,"url":null,"abstract":"When we proposed to do this special issue for Discourse almost three years ago, our intention was to historicize the happenings of epistemic colonialism in transnational/cultural knowledge translation and transfer. During the working process, we found that the seven pieces pushed us further with nuances that form along three lines. First, the notion of colonialism needs to be differentiated from coloniality. As proposed by Quijano (2000) and reiterated through Andreotti (2021),","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"335 - 346"},"PeriodicalIF":1.7000,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Discourse-Studies in the Cultural Politics of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01596306.2022.2041327","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
When we proposed to do this special issue for Discourse almost three years ago, our intention was to historicize the happenings of epistemic colonialism in transnational/cultural knowledge translation and transfer. During the working process, we found that the seven pieces pushed us further with nuances that form along three lines. First, the notion of colonialism needs to be differentiated from coloniality. As proposed by Quijano (2000) and reiterated through Andreotti (2021),
期刊介绍：
Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.
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