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Volume 5, Issue 4 (DECEMBER ISSUE 2024)
johepal 2024, 5(4): 96-112 |
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Jamiran M N S, Faiz N S M, Sari N M. (2024). Postcolonial Critique and Decolonisation Process in Education. johepal. 5(4), 96-112. doi:10.61186/johepal.5.4.96
URL: http://johepal.com/article-1-983-en.html
URL: http://johepal.com/article-1-983-en.html
Abstract: (786 Views)
This paper offers a theoretical exploration of decolonisation as a complex process that extends beyond the termination of colonial control. It necessitates a critical evaluation and dismantling of the deeply entrenched impacts and beliefs of colonialism that have permeated diverse sectors of society. This analysis emphasizes the central role of decolonisation in promoting social justice by tackling the systemic inequities and injustices rooted in colonialism. The paper explores the historical background of decolonisation, its broader conceptual foundations, and the critical importance of epistemic justice in addressing the marginalization of non-Western knowledge systems within academia. Adopting a postcolonial perspective, the analysis explores the enduring effects of colonialism on culture, society, and knowledge. It advocates for an academic discourse on successful decolonisation strategies that encompass both structural and epistemic transformations. The discussion also examines the significance of the National Education Philosophy in relation to epistemic fairness within the Malaysian education system. The paper emphasizes the imperative of continuously prioritizing decolonization as a crucial endeavor in establishing a just and inclusive global society. This involves the transformation of academic settings and societal structures to foster fairness, diversity, and inclusivity.
Keywords: Decolonisation, Scholarly Debates, Epistemic Justice, Postcolonial Critique, National Education Philosophy
Type of Study: Research |
Subject:
Special
Received: 2024/02/28 | Accepted: 2024/12/9 | Published: 2024/12/31
Received: 2024/02/28 | Accepted: 2024/12/9 | Published: 2024/12/31
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