Working the Ruins: Coloniality and What Remains in Refugee Education
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| Title: | Working the Ruins: Coloniality and What Remains in Refugee Education |
|---|---|
| Language: | English |
| Authors: | Julie Kasper (ORCID |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2025 38(8):1186-1206. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Colonialism, Refugees, Feminism, Postcolonialism, Power Structure, Racism, Gender Bias, Access to Education, Educational Research, Decolonization |
| DOI: | 10.1080/09518398.2025.2502056 |
| ISSN: | 0951-8398 1366-5898 |
| Abstract: | The coloniality matrix of power is foundational to many national education systems. Thinking with Lather ("Signs: Journal of Women in Culture and Society", 27(1), 199-227), we argue that "traces, fragments, and ruins survive, embedded in common sense, perspective, social practices, and political power" (p. 200) long after nation-states assert independence and build school systems. "[W]orking within/against the dominant, contesting borders, tracing complexity… [we aim] to gain new insight into what not knowing [and not knowing too much]" (p. 199) allows us to say about the vestiges of colonialism in refugee education in the United States. We explore what remains in refugee education today, as we pick through the ruins of nearly ten years of intra-related ethnographic and case study research that we have conducted to reassess our authority/legitimacy as researchers. We focus on diffracting who we constructed and accepted as actors and what we counted as data in our work through lenses of coloniality and feminist pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481891 |
| Database: | ERIC |
| Abstract: | The coloniality matrix of power is foundational to many national education systems. Thinking with Lather ("Signs: Journal of Women in Culture and Society", 27(1), 199-227), we argue that "traces, fragments, and ruins survive, embedded in common sense, perspective, social practices, and political power" (p. 200) long after nation-states assert independence and build school systems. "[W]orking within/against the dominant, contesting borders, tracing complexity… [we aim] to gain new insight into what not knowing [and not knowing too much]" (p. 199) allows us to say about the vestiges of colonialism in refugee education in the United States. We explore what remains in refugee education today, as we pick through the ruins of nearly ten years of intra-related ethnographic and case study research that we have conducted to reassess our authority/legitimacy as researchers. We focus on diffracting who we constructed and accepted as actors and what we counted as data in our work through lenses of coloniality and feminist pedagogy. |
|---|---|
| ISSN: | 0951-8398 1366-5898 |
| DOI: | 10.1080/09518398.2025.2502056 |
