Repositioning pedagogies and postcolonialism: theories, contradictions and possibilities

This paper explores the ways in which pedagogies for social inclusion can be informed by the context of postcoloniality. Both ‘postcolonialism’ and ‘pedagogy’ are treated as contentious and ambiguous constructs, yet their unity is to be found in a critical discussion about knowledge, power, culture and politics. In confronting the ambiguity of postcolonial theories, this paper examines how these theories contribute to challenging contemporary debates that seek to present globalization as a neutral experience. The paper also highlights and interrogates how human capital and human rights approaches to a specific global agenda of Education For All create both opportunities and challenges for developing countries. The case of a Caribbean response is used as an example. Finally, the paper turns its attention to the work of public pedagogues to foreground how dialogic spaces present opportunities for social inclusion through engaged pedagogy.