Critical and Postcolonial Perspectives on Global Education: The Case of Poland.

Autor/in	Kuleta-Hulboj, Magdalena
Titel	Critical and Postcolonial Perspectives on Global Education: The Case of Poland.
Quelle	In: Journal of social science education, 19 (2020) 4, S. 8-24Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-3467
Schlagwörter	Pädagogik; Erfahrungsorientiertes Lernen; Inklusion; Globalverstehen; Peripherer Raum; Kolonialismus; Nationalität; Nationalkultur; Postkolonialismus; Globales Denken; Peripherie; Polen
Abstract	This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy. The article explores global education in Poland from a critical and postcolonial perspective. It examines both supra-national factors shaping global education nowadays (like migrations, cosmopolitan turn, growing right-wing populism, the culture of measurement) and specific Polish context as a country not only "in-between", but with the experience of "triple coloniality". I argue that taking into consideration this complexity and multilayeredness of the Polish situation, together with more general, not country-specific factors, can offer new insights and understandings of global education in Poland. It is a necessary step to decolonise global education and make it more inclusive. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1