Pub Date : 2022-12-13DOI: 10.1080/00131946.2022.2153684
Jennifer Esposito
Abstract Leadership roles in higher education are still held predominately by white male leaders while women of color, especially, struggle to be recognized, hired, and/or appointed as leaders. In popular culture, though there have been films and television series that focus on student life on campus, there have been few representations of life as a leader in higher education. A new six-episode Netflix series, The Chair, about the first woman of color department chair at a liberal arts college examines issues of sexism and racism but doesn’t allow for a harsh enough critique of the insidious ways the institution continues to repress women, especially women of color. I engage in an intersectional analysis of the series’ representations of a department chair and argue that, while masquerading as a transformative representation, the series actually reifies the ideology of the academy (namely white supremacy and heteropatriarchy) and illustrates the ways progressive change is resisted by institutional powerbrokers holding upper-level managerial roles in the college.
{"title":"“It’s Not Enough to Just Insert a Few People of Color:” An Intersectional Analysis of Failed Leadership in Netflix’s The Chair Series","authors":"Jennifer Esposito","doi":"10.1080/00131946.2022.2153684","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153684","url":null,"abstract":"Abstract Leadership roles in higher education are still held predominately by white male leaders while women of color, especially, struggle to be recognized, hired, and/or appointed as leaders. In popular culture, though there have been films and television series that focus on student life on campus, there have been few representations of life as a leader in higher education. A new six-episode Netflix series, The Chair, about the first woman of color department chair at a liberal arts college examines issues of sexism and racism but doesn’t allow for a harsh enough critique of the insidious ways the institution continues to repress women, especially women of color. I engage in an intersectional analysis of the series’ representations of a department chair and argue that, while masquerading as a transformative representation, the series actually reifies the ideology of the academy (namely white supremacy and heteropatriarchy) and illustrates the ways progressive change is resisted by institutional powerbrokers holding upper-level managerial roles in the college.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"93 - 108"},"PeriodicalIF":0.9,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48719724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1080/00131946.2022.2153682
Beth Douthirt-Cohen, Tomoko Tokunaga, T. McGuire, Hana Zewdie
Abstract Over the past 25 years, educators and activists have used ally development models to emphasize how someone with privilege can enact solidarity across identity differences. Conceptualizing how people develop into “allies,” is even more pressing in the aftermath of the largest racial justice protests in recorded US history with concerns about how and if the momentum toward justice will be maintained. These models place a spotlight on “allyship” as a form of solidarity that could interrupt oppression and further justice. However, these ally development models can also limit imagining solidarity across identity, power, and privilege differentials especially in the context of ongoing violence and brutal dehumanization. Some limitations include a reinforcement of binary thinking about identity and a false sense of a linear process of becoming and being an “ally.” In order to expand current and strengthen future “ally” models, this article is an attempt to begin a discourse between these development models and some of the conceptualizations of identity and solidarity that come from borderland theories in the field of postcolonial cultural studies. These theories conceptualize identity and encounters across difference in a nuanced and culturally complex way, which can lead to the development of a more informed, sustainable, ethical, and accountable solidarity.
{"title":"Pitfalls and Possibilities of Social Justice Ally Development Models: Lessons From Borderland Theories for Building Solidarity Across Difference","authors":"Beth Douthirt-Cohen, Tomoko Tokunaga, T. McGuire, Hana Zewdie","doi":"10.1080/00131946.2022.2153682","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153682","url":null,"abstract":"Abstract Over the past 25 years, educators and activists have used ally development models to emphasize how someone with privilege can enact solidarity across identity differences. Conceptualizing how people develop into “allies,” is even more pressing in the aftermath of the largest racial justice protests in recorded US history with concerns about how and if the momentum toward justice will be maintained. These models place a spotlight on “allyship” as a form of solidarity that could interrupt oppression and further justice. However, these ally development models can also limit imagining solidarity across identity, power, and privilege differentials especially in the context of ongoing violence and brutal dehumanization. Some limitations include a reinforcement of binary thinking about identity and a false sense of a linear process of becoming and being an “ally.” In order to expand current and strengthen future “ally” models, this article is an attempt to begin a discourse between these development models and some of the conceptualizations of identity and solidarity that come from borderland theories in the field of postcolonial cultural studies. These theories conceptualize identity and encounters across difference in a nuanced and culturally complex way, which can lead to the development of a more informed, sustainable, ethical, and accountable solidarity.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"14 - 29"},"PeriodicalIF":0.9,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/03055698.2022.2150513
Esra Geçikli, Emre Ak
ABSTRACT This study is intended to determine science teachers’ cognitive flexibility and their classroom management skills, and to examine the relationship between teachers’ cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants, science teachers’ levels of cognitive flexibility and their classroom management skills are tried to be explained through descriptive analyses, and the relation between teachers’ cognitive flexibility and their classroom management skills is explained through Structural Equation Model (SEM). It has been observed in the study that science teachers have a high level of cognitive flexibility and classroom management skills. In addition, a model correlating variable of alternatives and control, which are the sub-dimensions of cognitive flexibility, with classroom management skills has been built and tested. Fit indices of the model have demonstrated that the model is statistically acceptable. Findings show that there is a positive and significant relation between the alternatives sub-dimension of cognitive flexibility and classroom management skills while there is no significant relation between the control sub-dimension of cognitive flexibility and classroom management skills.
{"title":"The relation between science teachers’ classroom management skills and their cognitive flexibility","authors":"Esra Geçikli, Emre Ak","doi":"10.1080/03055698.2022.2150513","DOIUrl":"https://doi.org/10.1080/03055698.2022.2150513","url":null,"abstract":"ABSTRACT This study is intended to determine science teachers’ cognitive flexibility and their classroom management skills, and to examine the relationship between teachers’ cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants, science teachers’ levels of cognitive flexibility and their classroom management skills are tried to be explained through descriptive analyses, and the relation between teachers’ cognitive flexibility and their classroom management skills is explained through Structural Equation Model (SEM). It has been observed in the study that science teachers have a high level of cognitive flexibility and classroom management skills. In addition, a model correlating variable of alternatives and control, which are the sub-dimensions of cognitive flexibility, with classroom management skills has been built and tested. Fit indices of the model have demonstrated that the model is statistically acceptable. Findings show that there is a positive and significant relation between the alternatives sub-dimension of cognitive flexibility and classroom management skills while there is no significant relation between the control sub-dimension of cognitive flexibility and classroom management skills.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"49 1","pages":"437 - 450"},"PeriodicalIF":0.9,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-27DOI: 10.1080/03055698.2022.2150512
E. Emmers, D. Baeyens, K. Petry
ABSTRACT The teacher training programme set up a five-day sports camp to explore the effects of intense contact on the attitudes, self-efficacy and behaviour of pre-service teachers regarding persons with disabilities. A questionnaire based on the components of the theory of planned behaviour was completed by 77 pre-service participants. General analyses showed rather positive attitudes and a low level of self-efficacy. Results show that the subjective norm and self-efficacy are antecedents of intention, but attitudes were not. Intention in turn was not an antecedent of behaviour. We can cautiously conclude that direct and intense contact increases attitudes, self-efficacy and inclusive behaviour, therefore this study is a plea for direct and intense contact with people with disabilities as part of the curriculum.
{"title":"Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice?","authors":"E. Emmers, D. Baeyens, K. Petry","doi":"10.1080/03055698.2022.2150512","DOIUrl":"https://doi.org/10.1080/03055698.2022.2150512","url":null,"abstract":"ABSTRACT The teacher training programme set up a five-day sports camp to explore the effects of intense contact on the attitudes, self-efficacy and behaviour of pre-service teachers regarding persons with disabilities. A questionnaire based on the components of the theory of planned behaviour was completed by 77 pre-service participants. General analyses showed rather positive attitudes and a low level of self-efficacy. Results show that the subjective norm and self-efficacy are antecedents of intention, but attitudes were not. Intention in turn was not an antecedent of behaviour. We can cautiously conclude that direct and intense contact increases attitudes, self-efficacy and inclusive behaviour, therefore this study is a plea for direct and intense contact with people with disabilities as part of the curriculum.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"49 1","pages":"492 - 506"},"PeriodicalIF":0.9,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46323950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-08DOI: 10.1080/03055698.2022.2143712
Y. Sia, Chiou-lan Chern
ABSTRACT Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the perceptions of administrators and teachers (including subject teachers and both native and non-native teachers of English) at a junior high school. Building on Ricento and Hornberger’s language policy and planning framework proposed in 1996, this paper examines to what extent the school implemented these policies and discusses the interplay between the administrators’ and teachers’ policy implementation and the underlying forces that fuel policy implementation. The data revealed a three-dimensional model of schoolwide policy implementation (i.e. the individual, team, and organisation levels) that impacted and synergised one another. The synergy and pedagogical innovation of the professional learning community are crucial to a school’s reform. The authors conclude with implications for policy and practice.
{"title":"A glocalized bilingual policy implementation in a junior high school in Taiwan","authors":"Y. Sia, Chiou-lan Chern","doi":"10.1080/03055698.2022.2143712","DOIUrl":"https://doi.org/10.1080/03055698.2022.2143712","url":null,"abstract":"ABSTRACT Bilingual education is burgeoning in Asia, and most bilingual practices are impacted by national language policies. However, top-down policy implementation and bottom-up practices may spark mismatches, constraints, or possibilities. Taiwan was selected as a research context to investigate the perceptions of administrators and teachers (including subject teachers and both native and non-native teachers of English) at a junior high school. Building on Ricento and Hornberger’s language policy and planning framework proposed in 1996, this paper examines to what extent the school implemented these policies and discusses the interplay between the administrators’ and teachers’ policy implementation and the underlying forces that fuel policy implementation. The data revealed a three-dimensional model of schoolwide policy implementation (i.e. the individual, team, and organisation levels) that impacted and synergised one another. The synergy and pedagogical innovation of the professional learning community are crucial to a school’s reform. The authors conclude with implications for policy and practice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"49 1","pages":"473 - 491"},"PeriodicalIF":0.9,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47763890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132395
O. Sorzano
Abstract This article analyzes the cultural explosion of “28A,” the largest national strike in Colombia’s recent times. It aims to further understand the protest from the point of view of young artists that went out to protest. Following analytical tools borrowed from the performance studies, I bring a decolonial approach to the performance studies debate, analyzing social protests as “epistemological struggles” in relation to alternative pedagogies of resistance and solidarity. I join the decolonial commitment of this special issue by thinking from and with Indigenous, Black, Mestizxs, and Youth discourses and praxes, while opening Indigeneity, Blackness, and decoloniality to other spaces like the performing arts, circus, and the mestizo nation. I draw attention to Afro and Indigenous philosophies and practices that influence circus practice in Colombia. As those praxes transcend specific Afro and Indigenous communities, the cultural explosion not only challenges the idea of the mestizo nation but also reveals the prevalence of inter-epistemic dialogues and pedagogies of solidarity among young artists in Colombia. In the aftermath of 28A and its cultural explosion, those dialogues have been joined by other sectors of society as revealed in the current presidential elections, where Afro and Indigenous philosophies are finally being considered as valid alternative forms of governance within the mestizo nation.
{"title":"Colombia’s Cultural Explosion: Vivir Sabroso and Ollas Comunitarias as Pedagogies of Solidarity","authors":"O. Sorzano","doi":"10.1080/00131946.2022.2132395","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132395","url":null,"abstract":"Abstract This article analyzes the cultural explosion of “28A,” the largest national strike in Colombia’s recent times. It aims to further understand the protest from the point of view of young artists that went out to protest. Following analytical tools borrowed from the performance studies, I bring a decolonial approach to the performance studies debate, analyzing social protests as “epistemological struggles” in relation to alternative pedagogies of resistance and solidarity. I join the decolonial commitment of this special issue by thinking from and with Indigenous, Black, Mestizxs, and Youth discourses and praxes, while opening Indigeneity, Blackness, and decoloniality to other spaces like the performing arts, circus, and the mestizo nation. I draw attention to Afro and Indigenous philosophies and practices that influence circus practice in Colombia. As those praxes transcend specific Afro and Indigenous communities, the cultural explosion not only challenges the idea of the mestizo nation but also reveals the prevalence of inter-epistemic dialogues and pedagogies of solidarity among young artists in Colombia. In the aftermath of 28A and its cultural explosion, those dialogues have been joined by other sectors of society as revealed in the current presidential elections, where Afro and Indigenous philosophies are finally being considered as valid alternative forms of governance within the mestizo nation.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"657 - 677"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132393
Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp
Abstract Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory’s intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart Hall’s lead, we first sketch out the geopolitical and sociocultural exigencies that allow for theoretical movements to unfold, paying more attention to the geopolitical implications of thinking “from” Latin America and the Caribbean. Second, we address the ethical imperative of thinking “with” as we seriously engage in inter-epistemic dialogues to advance an ecology of decolonial knowledges and pedagogical practices born in struggle. Ultimately, this article situates decolonial discourses and practices according to the conditions that enable their praxis-oriented intellectual expression.
{"title":"Decolonial Discourses and Practices: Geopolitical Contexts, Intellectual Genealogies, and Situated Pedagogies","authors":"Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp","doi":"10.1080/00131946.2022.2132393","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132393","url":null,"abstract":"Abstract Although decolonial thought from Latin America and the Caribbean is a multifaceted field of research and sociopolitical praxis, it is often interpreted monolithically. To refuse this tendency, we argue that it is imperative to trace decolonial theory’s intellectual genealogies and engage in transgressive decolonial hermeneutics to re-interpret texts (theories) according to their living socio-historical and geopolitical contexts. Following Stuart Hall’s lead, we first sketch out the geopolitical and sociocultural exigencies that allow for theoretical movements to unfold, paying more attention to the geopolitical implications of thinking “from” Latin America and the Caribbean. Second, we address the ethical imperative of thinking “with” as we seriously engage in inter-epistemic dialogues to advance an ecology of decolonial knowledges and pedagogical practices born in struggle. Ultimately, this article situates decolonial discourses and practices according to the conditions that enable their praxis-oriented intellectual expression.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"596 - 619"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132394
A. Muñoz-García, Andrea Lira, E. Loncon
Abstract In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of “north” and “south.” Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise.
{"title":"Knowledges From the South: Reflections on Writing Academically","authors":"A. Muñoz-García, Andrea Lira, E. Loncon","doi":"10.1080/00131946.2022.2132394","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132394","url":null,"abstract":"Abstract In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of “north” and “south.” Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"641 - 656"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132396
G. Dei
deep
深的
{"title":"Commentary on Inter-Epistemic Dialogues with Decolonial Thought from Latin America and the Caribbean","authors":"G. Dei","doi":"10.1080/00131946.2022.2132396","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132396","url":null,"abstract":"deep","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"678 - 683"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00131946.2022.2132397
Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp
No situation, concept or person can ever be fully understood without probing their histories. Hence decolonization and decolonial projects demand an in-depth appreciation of the history of colonization and all its supporting discourses. (Tamale, 2020, p. 1) There is a certain provincialism and even a historical myopia that does not allow us to see common origins, imbricated processes, and juxtapositions of the different colonial trajectories. (Mendoza, 2020, p. 45)
{"title":"Editorial Introduction: Inter-Epistemic Dialogues with Decolonial Thought from Latin America and the Caribbean","authors":"Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp","doi":"10.1080/00131946.2022.2132397","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132397","url":null,"abstract":"No situation, concept or person can ever be fully understood without probing their histories. Hence decolonization and decolonial projects demand an in-depth appreciation of the history of colonization and all its supporting discourses. (Tamale, 2020, p. 1) There is a certain provincialism and even a historical myopia that does not allow us to see common origins, imbricated processes, and juxtapositions of the different colonial trajectories. (Mendoza, 2020, p. 45)","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"575 - 580"},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44247849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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