Pedagogy of Absence, Conflict, and Emergence

Contributions to the Decolonization of Education from the Native American, Afro-Portuguese, and Romani Experiences

Miye Nadya Tom, Julia Suárez-Krabbe, Trinidad Caballero Castro

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

This article employs the pedagogy of absence, conflict, and emergence (PACE), as an analytical approach to study concrete contributions to the decolonization of education. PACE seeks to transcend Eurocentric knowledge construction, and hence one of its fundamental efforts is to think from and for places, experiences, temporalities, and life projects otherwise rendered absent or negated in dominant education. The nonformal education projects studied are SNAG magazine in the Native American community of San Francisco, California (United States); efforts to “standardize” education among Romani communities in Córdoba, Spain; and hip-hop culture in Lisbon, Portugal. By challenging
received practices of education and contributing to thinking of diversity from frameworks unconfined to dominant Eurocentric understandings, the case studies provide important insights to the multifaceted process of decolonization. The article concludes that PACE’s implications for educational research involve the methodological recentralization of the realities ignored by Eurocentric colonial education.
OriginalsprogEngelsk
TidsskriftComparative Education Review
Vol/bind61
Udgave nummerS1
Sider (fra-til)121-145
Antal sider25
ISSN0010-4086
StatusUdgivet - 23 mar. 2017

Citer dette

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title = "Pedagogy of Absence, Conflict, and Emergence: Contributions to the Decolonization of Education from the Native American, Afro-Portuguese, and Romani Experiences",
abstract = "This article employs the pedagogy of absence, conflict, and emergence (PACE), as an analytical approach to study concrete contributions to the decolonization of education. PACE seeks to transcend Eurocentric knowledge construction, and hence one of its fundamental efforts is to think from and for places, experiences, temporalities, and life projects otherwise rendered absent or negated in dominant education. The nonformal education projects studied are SNAG magazine in the Native American community of San Francisco, California (United States); efforts to “standardize” education among Romani communities in C{\'o}rdoba, Spain; and hip-hop culture in Lisbon, Portugal. By challengingreceived practices of education and contributing to thinking of diversity from frameworks unconfined to dominant Eurocentric understandings, the case studies provide important insights to the multifaceted process of decolonization. The article concludes that PACE’s implications for educational research involve the methodological recentralization of the realities ignored by Eurocentric colonial education.",
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author = "Tom, {Miye Nadya} and Julia Su{\'a}rez-Krabbe and {Caballero Castro}, Trinidad",
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Pedagogy of Absence, Conflict, and Emergence : Contributions to the Decolonization of Education from the Native American, Afro-Portuguese, and Romani Experiences. / Tom, Miye Nadya; Suárez-Krabbe, Julia ; Caballero Castro, Trinidad.

I: Comparative Education Review, Bind 61, Nr. S1, 23.03.2017, s. 121-145.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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KW - Roma populations

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KW - Afro-portuguese populations

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