Colonialism a Glance • European colonialism period started on the 15th century • When various European nations explored, conquered, settled, and exploited large areas of the world • European colonizing countries followed policies of Mercantilism • Aim to strengthen the home-country economy, so agreements usually restricted the colony to trading only with the metropole (mother country) • Christian missionaries were active in practically all of the European-controlled colonies because the metropoles were Christian. • World War II colonial powers were forced to retreat between 1945 and 1975, when nearly all colonies gained independence, entering into changed colonial, so called postcolonial and neocolonialist relations. Phases of Colonialism • Denial and Withdrawal • Destruction/Eradication of all Physical Symbols of Indigenous Culture • Surface Accommodation/Tokenism • Denigration/Belittlement • Transformation/Exploitation Decolonization • Decolonization is the process of becoming free of colonial status and achieving state hood Between WWI and WWII, movements for independence begun in earnest in Africa and Asia. Dominance of colonial powers seemed at odds with Allied goals in WWII. Call for national self-determination -fight for independence. Empires reluctant to let colonies go. De-colonizing Education • De-colonialism of Education is a beacon in the struggle against epistemicide and the colonialities of being, power, and knowledge. • It attempts to bring to the fore an analysis that focuses on non-Western/non-Eurocentric epistemological frameworks. • the creation of knowledge, innovation and development in all fields of science and technology, including indigenous knowledge and thereby to contribute to the improvement of the quality of life of all the people of the Republic. What does De-Colonization look like? • Restores Indigenous worldviews •  Restores culture and traditional ways •  Values and revitalizes Indigenous knowledge and ways of knowing, doing and being • Dismantles structures that perpetuate status quo • Shifts cultural perceptions and power dynamics •  Advances interests of Indigenous peoples by transforming what is important in settler societies What does De-Colonization look like? • Restores Indigenous worldviews •  Restores culture and traditional ways •  Values and revitalizes Indigenous knowledge and ways of knowing, doing and being • Dismantles structures that perpetuate status quo • Shifts cultural perceptions and power dynamics •  Advances interests of Indigenous peoples by transforming what is important in settler societies Why should we De-colonize? • “For more than a century, Indigenous students have been part of a forced assimilation plan. their heritage and knowledge rejected and suppressed, and ignored by the education system” (Battiste et al, 2002) Benefits of De-colonizing of Education • Indigenous students see their culture in the curriculum and feel included and important • Non-Indigenous students

1. Assignment 1: Presentation on
Decolonity of Education Within and
Beyond the West
Course: The Modern Philosophies of Education
Presented to
Dr. Razia Faqir
by
Manzoor Ahmed(22003)
Shameer Khokhar (22549)

2. Learning Objectives
• Colonialism a Glance
• Phases of Colonialism
• What does “colonization” mean?
• Decolonization
• De-colonialism of Education
• What does De-Colonialism look like?
• Why should we De-colonialize?
• Benefits of De-colonialism of Education

3. Colonialism a Glance
• European colonialism period started on the 15th century
• When various European nations explored, conquered, settled, and exploited large areas of the world
• European colonizing countries followed policies of Mercantilism
• Aim to strengthen the home-country economy, so agreements usually restricted the colony to trading
only with the metropole (mother country)

4. Cont.
• Christian missionaries were active in practically all of the European-controlled colonies because
the metropoles were Christian.
• World War II colonial powers were forced to retreat between 1945 and 1975, when nearly all
colonies gained independence, entering into changed colonial, so
called postcolonial and neocolonialist relations.

5. Phases of Colonialism
• Denial and Withdrawal
• Destruction/Eradication of all Physical Symbols
of Indigenous Culture
• Surface Accommodation/Tokenism
• Denigration/Belittlement
• Transformation/Exploitation

6. Decolonization
• Decolonization is the process of becoming free of colonial status and achieving state hood
Between WWI and WWII, movements for independence begun in earnest in Africa and Asia.
Dominance of colonial powers seemed at odds with Allied goals in WWII. Call for national self-
determination -fight for independence. Empires reluctant to let colonies go.

7. De-colonizing Education
• De-colonialism of Education is a beacon in the struggle against
epistemicide and the colonialities of being, power, and
knowledge.
• It attempts to bring to the fore an analysis that focuses on non-
Western/non-Eurocentric epistemological frameworks.
• the creation of knowledge, innovation and development in all
fields of science and technology, including indigenous
knowledge and thereby to contribute to the improvement of the
quality of life of all the people of the Republic.

8. What does De-Colonization look like?
• Restores Indigenous worldviews
• Restores culture and traditional ways
• Values and revitalizes Indigenous knowledge and
ways of knowing, doing and being
• Dismantles structures that perpetuate status quo
• Shifts cultural perceptions and power dynamics
• Advances interests of Indigenous peoples by
transforming what is important in settler societies

9. Why should we De-colonize?
• “For more than a century, Indigenous students
have been part of a forced assimilation plan.
their heritage and knowledge rejected and
suppressed, and ignored by the education
system” (Battiste et al, 2002)

10. Benefits of De-colonizing of Education
• Indigenous students see their culture in the
curriculum and feel included and important
• Non-Indigenous students understand and learn
to respect Indigenous cultures, and can learn to
question colonial practices and structures
• Educators can more easily reach all students
and empower them to move forward
• Challenges Western thought for everyone to
share their experiences and perspectives

11. Cont.…
1. Boaventura criticized the quantitative
research paradigm.

12. Cont.…
• He quotes Bacon “master and possessor of
nature”
• Bacon’s idea that the path that leads man to
power and to science is very close, being
almost the same”

13. Why is my curriculum white?
• Video link
https://www.youtube.com/watch?v=Dscx4h2l-
Pk&t=24s

14. Cont.…
• Textbooks are taken as sacred scriptures.
• English language as a superior language.
• Teachers are the masters of knowledge.

15. Balancing the Curriculum
Continuum to keep a check
Extremism/Radicalism Diversified/Global Eurocentric/Western

17. What is Decolonization
• Diversify your syllabus and curriculum
• Digress from the cannon
• Decenter knowledge and knowledge
production
• Devalue hierarchies
• Disinvest from citation power structures
• Diminish some voices and opinions in
meetings, while magnifying others

19. Research Paradigm
• Decolonization follows the Quantitative
research paradigm.
a. Action Research

20. Cont.…

21. Critical Pedagogical Perspective

22. Background
In 1968 Paulo Freire
published his most
famous
book, Pedagogy of
the Oppressed, where
he outlined the
characteristics of
what he
called Critical
Pedagogy.

23. What is Critical Pedagogy
Use education
To empower
students
To think
critically
To question
the status quo
To overcome
barriers
Racial
Class
Gender

24. Cont.…
• Critical pedagogy, as outlined by Freire (1998) must include
critical and creative thinking, not just skills for students
• Critical democratic pedagogy offers the opportunity for
teachers and students to ask the tough questions about their
lived experiences and the contradictions that they encounter.
• Education should foster reflection and
ultimately, action
• SEE – ANALYSE - ACTION

25. Banking model of education
• Student is viewed as an empty
account to be filled by the
teacher
• "it transforms students into
receiving objects. The
banking model of education
attempts to control thinking
and action of students, thus
leading men and women to
adjust to the world, and
inhibiting their creative
power" (Freire, 1970, p. 77)

26. Culture of Silence
• According to Freire, the
system of dominant social
relations creates a 'culture
of silence' that instills a
negative, silenced and
suppressed self-image into
the oppressed.

27. Monkeys and cold Spray

28. curriculum
• School’s
curriculum and
instruction can
either indoctrinate
students to
conform to an
official version of
knowledge
it can challenge them to
develop critical
consciousness that
empowers them to engage
in self liberation
o
r

29. TEACHING METHOD
• Problem Posing Approach
• Through this method
students develop their power
to perceive critically the
way they exist in the world
with which and in which they
find themselves
• The world is not static rather
a process of transformation

30. TEACHING METHOD Continued..
• Teacher should be neither impartial nor uncommitted
to social, political and economical issues.
• Rather he wants teacher to develop a critical
consciousness about the real power relationships in
school and of the conditions that affect their students.

31. students
• Critical pedagogy is a progressive teaching philosophy
that challenges students to examine power structures
and patterns of inequality within the status quo.
• By questioning authority, students can take control of
their own learning and critically evaluate the opinions
they have been taught to have.
• Real learning takes place when teachers and students
engage in open and ongoing dialogue

32. Continued…
• The experiences of students should be given
importance
• The problems of the students relating to studies
should be discussed and solved
• The students should be given the liberty to choose
what they want to study and how they ant to study

33. Critique on current practices
• Current classrooms ignore students’ choice and
preferences and still take teachers as the ultimate
authority
• Student centered approach still needs to embedded in
the learning process

34. Medium of Instruction
• According to UNESCO (1953) “If we start
speaking other languages and forget our own,
we would not be we, we would be clones of an
alien people; we would be aliens to ourselves”
(as cited in Rahim, 2014).

35. Criticism on Decolonization

36. References
• Gabrielle Cornish (22 July 2019). "How imperialism shaped the race to the
moon". The Washington Post. Retrieved 19 September 2019.
• Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian
universities: An interdisciplinary, international, indigenous research
project. Canadian Journal of Native Education, 26(2), 82.
• de Oliveira, I. B. (2017). Boaventura and education. Springer.
• Lindsay, J. (2020). Decolonizing the curriculum. Academic
• Rahim, B. (2014). Pakistan: Children in Primary Schools Should be Taught in Their
Mother Tongue. Global Education Monitoring Report. Retrieved from
• https://gemreportunesco.wpcomstaging.com/2014/10/16/pakistan-children-in-
primary-schools-should-be-taught-in-their-mother-tongue/