Download Lifelong learning and development: a southern perspective by Julia Preece PDF
By Julia Preece
Professor Preece attracts at the broader philosophical and sociological issues of authors from low and heart source of revenue international locations which will spotlight values, cultures and studying priorities which are frequently forgotten within the dominant and customarily instrumentalist coverage texts for lifelong learning. She comprises connection with African Renaissance texts on African philosophies and schooling traditions, feminist theories on lifelong studying, Southern feminist methods to gender concerns, and comparative examine literature that addresses the risks of uncritical foreign transfer.
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Extra resources for Lifelong learning and development: a southern perspective
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The postcolonial analysis argues, for instance, that capitalism’s search for expanded markets is an extension of past colonialisms, and a primary feature of current economic exploitations of the South, manifested in trade agreements, the way raw materials are purchased from the South in order to feed production in the North and then to be returned to the South in the form of goods to be purchased by the latter. The postcolonialist project draws heavily on poststructuralism, in particular Foucault’s notion of power, discourse and knowledge (1980) and his explanation of disciplinary power as a function of individuals and institutions.
The postcolonialist project draws heavily on poststructuralism, in particular Foucault’s notion of power, discourse and knowledge (1980) and his explanation of disciplinary power as a function of individuals and institutions. Since Foucault is so influential for postcolonial analysis I highlight some of his arguments that have been adopted in postcolonial literature. Foucault: knowledge, power and discourse For Foucault discourse encompasses societal beliefs, attitudes, values, language and behaviours.
While neo-colonialism indicates a distinction in terms of time (happening after decolonization) it also represents a range of ongoing, controlling behaviours by former colonizing countries and other superpowers that include monetary controls, influences over educational institutions, conditional aid and the spread of global capitalist economies. Finally, the term subaltern is most commonly associated with Gayatri Spivak who refers to the ‘subaltern group, whose identity is its difference’ (1995:27).