Adding Voices and the Colonial Difference: A Critical Analysis of Pairing as a Way of Diversifying the Dutch Philosophy Curriculum

Calls to diversify the philosophy curriculum in Dutch secondary education are gaining traction among philosophers, teachers, and students. As the Dutch high school curriculum undergoes renewal, there is an aim to include more non-Western, non-white, and non-male voices. This essay critiques the approach of merely adding diverse voices, arguing it risks perpetuating exclusionary structures. Using the concept of colonial difference, the essay emphasizes examining the structures that determine inclusion and exclusion. An alternative approach is suggested, modeled on Jean-Paul Sartre’s engagement with Frantz Fanon, which involves critically analyzing and allowing non-canonical voices to challenge the philosophical canon.