By V. Andreotti

Andreotti illustrates how postcolonial idea is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an available and beneficial assessment and comparability of theoretical debates regarding reviews of Western/Northern hegemony.

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As Souza (2004) emphasizes, it makes explicit that “cultural values are hybrid, cultures are heterogeneous processes, myths of authenticity and cultural specificities— that generate the traditional concepts of ‘people’ and ‘nation’— cannot be easily sustained” and that “cultures are constructions and traditions are inventions” (Souza 2004, 126). ). Hybridity and the Third Space of Enunciation For Bhabha, the naturalization of a superior fixed and knowable subject who constructs knowledge about another inferior fixed and 30 Actionable Postcolonial Theory in Education knowable subject is based on a radical denial of hybridity, as well as of the relational social construction of self and Otherness (Souza 2004, 122).

Bhabha considers that an understanding of the ambivalence of cultural identity can help overcome the exoticism of cultural diversity, whereby diversity is reified and celebrated as essentialist. If hybridity (difference) is present in any system of identity construction, then the notions of authenticity, originality, and origination—based on myths of pure and traceable origins—become indefensible. ” Bhabha places emphasis on the notion of cultural difference as a category that has the potential to engage the ambivalence of cultural authority: Cultural diversity is an epistemological object— culture as an object of empirical knowledge—whereas cultural difference is the process of enunciation of culture as “knowledgeable,” authoritative, adequate to the construction of systems of cultural identification.

The second aspect is the transformation of the South as a repository of data and the Western academy as the center for value-added theory that transform the raw material collected in the (Southern) “field” into (Western) “knowledge”—keeping Western academy and the Western academic at the center. 44 Actionable Postcolonial Theory in Education “Southern” Minorities Living in the “North”: Trap of Tokenism and Idealized Representation Spivak maintains that one cannot leave one’s own baggage— or historical, geographic, and class positionings—when encountering the Third World, and that her own discipline and positioning, as a Third World academic in the West, is complicit in the reproduction of forms of Western hegemonic power over the Third World.

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