Chapter 12 Disrupting the Capitalist Narrative of De/Credentialization

An Anticolonial Feminist Theorization of Justice

In: Critical Theorizations of Education
Authors:
Thashika Pillay
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Neda Asadi
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Abstract

In this chapter, Thashika Pillay and Neda Asadi deploy an anticolonial feminist analysis to explore how we engage with different systems of knowing, seeing, and being in working towards justice in education. By appreciating that all our epistemic encounters are responsive to our interpretations, we also become cognizant of the institutional, structural, and systemic forces that dominate, control, and oppress. This realization, they write, can be emancipatory as it leads to a reinterpretation of knowledges and call on us to ask different questions in order to build a more just world. These questions around justice are vital as we experience more multicultural interactions across the globe, which creates new that challenge normative ways of perceiving and doing. As such, Pillay and Asadi suggest that societies must engage with different systems of knowing, seeing, and being in working towards justice as we imagine a world that is not hierarchical and in which non-hegemonic systems of seeing, being, and knowing the world are centered. They contend that this necessitates a rethinking of how we conceptualize and organize our worlds and, in particular, call for a re-structuring of education and knowledge systems to centre justice in all its forms – social, political, economic, cultural, and epistemic.

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  • Chapter 1 Critical Theorizations of Education
  • Chapter 2 Towards a (New) Political Economy of Education 2.0
  • Chapter 3 Cosmo-uBuntu
  • Chapter 4 Critical Adult Education at the Margins
  • Chapter 5 Reconstructing Shallow Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis
  • Chapter 6 The Emerging Area of Education and Security
  • Chapter 7 Disability Studies and Socially Just Teacher Preparation
  • Chapter 8 Education Inequality under China’s Market Economy
  • Chapter 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner
  • Chapter 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”
  • Chapter 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education
  • Chapter 12 Disrupting the Capitalist Narrative of De/Credentialization
  • Chapter 13 Revisiting Research
  • Chapter 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa
  • Chapter 15 An Islamic Pedagogic Instance in the Canadian Context
  • Chapter 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

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