Postcolonial and Decolonial Perspectives on Democratic Citizenship Education
Abstract
In this theoretical article, I argue that postcolonial and decolonial theories offer critical conceptualizations and important insights for democratic citizenship education. Starting with the concept of agonism, I explore how postcolonial and decolonial perspectives both build upon and challenge notions of radical democracy. I argue that both perspectives provide interesting starting points for critical thinking, an essential part of democratic citizenship education. The perspectives point toward a profound problematization and historicization of democracy as a concept, as a system of governance through questioning the nation-state, and as an ideal to valorize societies. Despite their similarities, the two perspectives suggest slightly different approaches to education. The postcolonial perspective presents a critical and constructive approach that aims to deconstruct Enlightenment ideas while using them as a foundation for promoting social justice. The decolonial perspective highlights the inherent connection between coloniality and democracy and emphasizes the need for politics and practices of refusal.
Published
How to Cite
Issue
Section
Categories
Keywords:
postcolonial, decolonial, democratic citizenship education, critical thinking
License
Copyright (c) 2024 Mari Kristine Jore
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.