Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy

Nina Asher

doi:10.1007/978-3-319-40317-5_8

Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy

Nina Asher

Curriculum and Instruction

Research output: Chapter in Book/Report/Conference proceeding › Chapter

3 Scopus citations

Abstract

This essay draws on postcolonial and globalization theories, educational research and scholarship in both the U.S. and India, and Akash Kapur’s, India Becoming: A Portrait of Life in Modern India as an illustrative study in order to discuss identities, cultures, and education in “economically liberalized,” globalized, postcolonial India, with particular reference to urban contexts. The effects of privatization, corporatization, and discourses of efficiency and accountability are evident in the educational contexts of both countries India and the U.S. Educators and scholars confront the challenges of resisting recolonization in terms of curriculum, pedagogy, research, and discourse.

Original language	English (US)
Title of host publication	Springer International Handbooks of Education
Publisher	Springer Nature
Pages	97-112
Number of pages	16
DOIs	https://doi.org/10.1007/978-3-319-40317-5_8
State	Published - 2017

Publication series

Name	Springer International Handbooks of Education
Volume	Part F1617
ISSN (Print)	2197-1951
ISSN (Electronic)	2197-196X

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2017.

Keywords

Cultures
Decolonization
Globalization
Identities
Privatization

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10.1007/978-3-319-40317-5_8

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KW - Privatization

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Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing Curriculum and Pedagogy

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