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Education for sustainable inequality? A postcolonial analysis of materials for Development Education in Germany.

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Title: Education for sustainable inequality? A postcolonial analysis of materials for Development Education in Germany.
Authors: Bendix, Daniel1, Danielzik, Chandra-Milena1, Kiesel, Timo1
Source: Critical Literacy: Theories & Practices. 2015, Vol. 9 Issue 2, p47-63. 17p.
Subject Terms: *Education, *Critical pedagogy, Postcolonial analysis
Geographic Terms: Germany
Abstract: The central objective of this paper is to explore in how far Development Education (DE) material in Germany broaches or neglects postcolonial power relations. The analysis is based on materials for DE in Germany dating from 2007 to 2012 which are publicly accessible and used by NGOs, teachers and multipliers as guidance for their educational work. The analysis evidences that the material "disremembers" colonialism in various ways. Furthermore it reproduces hegemonic eurocentric development imaginary. With the absence of a critical, postcolonial perspective on the interconnectedness of colonialism, capitalism and 'development', the bifurcation of the world persists: on the one hand people and societies which need to be 'developed', and helpers on the other. In addition, the material does not do justice to an inclusive pedagogy in a society of migration: Not all potential participants with their different societal positions are included and addressed; instead, learning takes place based on, and at the expense of, the 'Other'. The paper argues that instead of questioning historically developed relations of power and domination, German DE in its current orientation contributes to stabilising inequality at the social, political, and economic level. [ABSTRACT FROM AUTHOR]
Copyright of Critical Literacy: Theories & Practices is the property of Critical Literacy: Theories & Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Education for sustainable inequality? A postcolonial analysis of materials for Development Education in Germany.
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  Data: <searchLink fieldCode="JN" term="%22Critical+Literacy%3A+Theories+%26+Practices%22">Critical Literacy: Theories & Practices</searchLink>. 2015, Vol. 9 Issue 2, p47-63. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Postcolonial+analysis%22">Postcolonial analysis</searchLink>
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  Data: The central objective of this paper is to explore in how far Development Education (DE) material in Germany broaches or neglects postcolonial power relations. The analysis is based on materials for DE in Germany dating from 2007 to 2012 which are publicly accessible and used by NGOs, teachers and multipliers as guidance for their educational work. The analysis evidences that the material "disremembers" colonialism in various ways. Furthermore it reproduces hegemonic eurocentric development imaginary. With the absence of a critical, postcolonial perspective on the interconnectedness of colonialism, capitalism and 'development', the bifurcation of the world persists: on the one hand people and societies which need to be 'developed', and helpers on the other. In addition, the material does not do justice to an inclusive pedagogy in a society of migration: Not all potential participants with their different societal positions are included and addressed; instead, learning takes place based on, and at the expense of, the 'Other'. The paper argues that instead of questioning historically developed relations of power and domination, German DE in its current orientation contributes to stabilising inequality at the social, political, and economic level. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Critical Literacy: Theories & Practices is the property of Critical Literacy: Theories & Practices and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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