Claiming Epistemic Spaces Through Protests Against the Self. Making Disobedience Central to Syllabi and Classrooms.

Autor/in	Ranade, Sanjay
Titel	Claiming Epistemic Spaces Through Protests Against the Self. Making Disobedience Central to Syllabi and Classrooms.
Quelle	Aus: The Palgrave handbook of decolonising the educational and language Sciences. Cham: Palgrave Macmillan (2025) S. 47-78 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 73-77
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-031-80321-5; 978-3-031-80323-9; 978-3-031-80324-6
DOI	10.1007/978-3-031-80322-2_3
Schlagwörter	Bildungswesen; Klassenraum; Curriculum; Kolonialismus; Kolonie
Abstract	One of the goals of education in the Westphalian system is to produce compliant, ideal citizens. The process of colonisation brought the same (west) Euro-(north) American system of education to the colonies. The main tools for this system were the syllabus and the classroom. However, making knowledge itself requires activism directed at oneself. In a way it is an act of protest that questions one's condition. A pushback from the colonies over the years has resulted in the questioning of education, the philosophy of the syllabus and the structure of the classroom in an attempt to reclaim the epistemic space. More recently, access to technology has accelerated the pushback. People are able to express themselves, explore and understand their realities and examine them in the light of other people's experiences.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/4