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This article uses a dialogic approach to explore the complex state of education in the postcolony. It revisits the subject of educational inclusion (and exclusion) and interrogates different epistemological and systemic framings of what constitutes education and knowledge, and the effects that these have on the postcolonial educational landscape. The authors ask troubling questions of the ways that the largely Eurocentric conceptualisations of these issues, and the baggage of colonial(ism/ity) can and do affect the design and delivery of education in these settings. The use of a metalogue as a methodological approach allows the contributors to jointly ponder the issues from different perspectives and positionalities, and in a way that honours their individual voices.
Abdulrahman et al. (Fri,) studied this question.