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. |
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| 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] |
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| Database: | Education Research Complete |
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