Postcolonialism And Comparative Education

Abstract

The article considers the relevance of recent developments in postcolonial theory for comparative education research. The article starts with an account of these developments. This account is then used as a basis for a critical discussion of previous theoretical frameworks that have been used by comparative researchers to explain the colonial legacy. The implications of adopting a postcolonial approach in comparative education are discussed in relation to issues of race, culture, language and the curriculum. The article concludes by arguing that a consideration of the postcolonial condition is necessary for developing a more holistic and less eurocentric understanding of the relationship between globalisation and education.