Evolving Perspectives in Colonialism Education: From Eurocentrism to Decolonization

 

Abstract

This essay explores the evolving landscape of colonialism education, tracing changes in pedagogical approaches, content, and perspectives since the 1970s while considering current political dynamics.  In the 1970s, colonialism education was largely shaped by lingering colonial ideologies and Eurocentric narratives.  Scholars and educators often portrayed colonialism as a civilizing mission, downplaying its violence, exploitation, and cultural erasure.  This perspective reflected the social unrest of the era, driven by civil rights movements and the Vietnam War.  However, as the 1980s progressed, educators from diverse backgrounds began to challenge these Eurocentric narratives.  Research expanded to include the history of Africa, South and Central America, Asia, and the Pacific Islands, leading to the development of critical pedagogy."  This challenged Eurocentric narratives, paving the way for a more inclusive and equitable approach to teaching colonialism including a decolonization movement within education, among other changes.  Despite these positive changes, challenges persist.  Resistance to changing narratives and the politicization of education, exemplified by debates over Critical Race Theory (CRT), pose obstacles to a more inclusive and critical approach to colonialism education.  Some advocates for a traditional and "patriotic" interpretation of colonial history hindered progress.  From the Eurocentrism of the 1970s to decolonization efforts today, the journey has been substantial.  Yet, the responsibility lies with educators to continue evolving the approaches to teach colonialism education, ensuring future generations possess a comprehensive and critical understanding of this complex historical phenomenon.

 

 

Evolving Perspectives in Colonialism Education: From Eurocentrism to Decolonization

Colonialism, a historical and socio-political phenomenon characterized by the domination of one nation over another, has left an indelible mark on the world.  The legacies of colonialism continue to shape contemporary societies, making it a crucial subject for educational institutions.  However, the way colonialism is taught in schools and universities has evolved significantly over the past five decades.  This article briefly explores the changing landscape of colonialism education, focusing on the pedagogical approaches, content, and perspectives that have emerged since the 1970s and possible directions given today’s political climate.

In the 1970s, the teaching of colonialism was largely influenced by the remnants of colonial ideologies and Eurocentric narratives.  Scholars and educators often presented colonialism as a civilizing mission, emphasizing the supposed benefits brought to colonized nations.  According to Fiala and Landford (1987), this perspective was evident in curricula and textbooks, which downplayed the violence, exploitation, and cultural erasure that characterized colonial rule.  This is not surprising considering the social unrest that occurred because of the various civil rights movements and the Vietnam War.  The educator that sought to maintain pedagogical conservatism, found a similar mind set to George Orwell in his short work “Shooting an Elephant” where he stated, “All I knew was I was stuck between my hate for the empire I served and my rage for the evil little beasts who tried to make my job impossible.”  This can be seen echoed in the book In the Closing of the American Mind by Allan Bloom (1987) in the passage “the recent education of openness has rejected all of that.  It pays no attention to natural rights or the historical origins of our regime which are now thought to have been an essentially flawed and regressive.”  This point of view can also be seen in materials used to teach the history of colonialism such as The Story of America by Alan Collins (1953) in which little mention is made of indigenous people whether Samoan islanders, Filipinos, Cubanos, or Puerto Ricans and all attention is placed on the colonizing nation whether Germany, United Kingdom, or United States. 

However, as time progressed into the 1980s the students that represented “the evil little beasts” to the educators of the 1970s found themselves in growing numbers responsible for teaching not only secondary students but also the ones that were teaching the next generation of educators which as a result of the growth of a diversified educational experience that saw the rise of research in areas such as the  history of Africa, South and Central America and Asia and the Pacific islands.  Academics began to look closer at these areas, as well as the methods that had been used to examine these areas.  As a result, you see books being produced like Paulo Freire's Pedagogy of Hope which played a pivotal role in the transformation of colonialism education.  Freire's (2014) ideas on critical pedagogy and the importance of empowering students to question and challenge dominant narratives had a profound influence on the way colonialism was taught.

The 1990s witnessed a significant shift in the teaching of colonialism, as critical pedagogy gained prominence.  Educators began to challenge traditional narratives and encouraged students to critically analyze colonial history and its impact on colonized societies.  As noted by N. Ray Hiner, in the article Education for the 1990s and Beyond: The Case for Academic Imperialism, the most striking characteristic of the history of education is the growing inclusiveness…historians of education now give greater attention to topics such as gender class, race, ethnicity, and region (p. 137-160).”  Though to the actual degree this was implemented varied greatly based on the beliefs of the individual school districts, a trend that unfortunately has continued. 

Despite the conservative push back, the 21st century saw the emergence of postcolonial perspectives in colonialism education.  These perspectives emphasized the voices and experiences of colonized peoples, offering a more holistic and inclusive understanding of colonialism.

Edward Said's groundbreaking work Orientalism (2003) encouraged scholars and educators to reconsider their approach to colonialism.  Said's critique of Western representations of the East challenged the Eurocentric narratives that had long dominated colonialism education.  In recent years, there has been a growing movement to decolonize the curriculum and make colonialism education more inclusive and equitable.  This involves acknowledging the voices and perspectives of Indigenous and marginalized communities affected by colonialism.  Linda Tuhiwai Smith's (2012) work on decolonizing research methodologies provides insights into the broader decolonization movement in education.  Her emphasis on the importance of indigenous knowledge and perspectives has influenced efforts to decolonize colonialism education.

While the evolution of colonialism education is promising, it is not without its challenges and controversies.  Resistance to changing narratives and the persistence of Eurocentric viewpoints continue to be obstacles to a more inclusive and critical approach to teaching colonialism.  This coupled with the United States becoming increasingly politically polarized in recent years.  This polarization has extended to debates about education, with colonialism being a contentious topic.  On one side, there are those who advocate for a more critical and inclusive approach to teaching colonial history, highlighting its impacts on indigenous populations and marginalized communities.  On the other side, there are those who argue for a more traditional and “patriotic” interpretation of colonial history, emphasizing the achievements of European settlers.  It is this politicalization and pressures from outside academia that has led some to turn to Critical Race Theory (CRT) as a political football and a detrimental way of demonstrating their “patriotism” by passing legislation that restrict or bans the teaching of CRT in K-12 schools and colleges, impacting how colonialism is taught.  This is forcing teachers to choose between teaching their conscience or the curriculum which is taking a step backwards. 

The teaching of colonialism has undergone significant transformations over the last 50 years, reflecting changing societal values, academic paradigms, and a growing awareness of the need for inclusivity and equity in education.  From Eurocentric narratives in the 1970s to critical pedagogy in the 1990s, postcolonial perspectives in the 21st century, the current movement to decolonize the curriculum, and the recent politicization of colonialism education has come a long way.  However, challenges remain in overcoming resistance to change and fostering a more comprehensive understanding of colonialism that honors the experiences of colonized peoples.  As educators, it is our responsibility to continue evolving our approach to colonialism education, ensuring that future generations are equipped with a critical and inclusive understanding of this complex historical phenomenon.

 

 

 

References

Bloom, Allan.  The closing of the american mind.  Simon & Schuster Inc.

 

Collins, Alan C.  The story of america in pictures.  Doubleday & Company

Inc.

 

Fiala, R., & Lanford, A. G. (1987).  Educational ideology and the world

educational revolution, 1950-1970.  Comparative Education Review, 31(3), 315–332.  http://www.jstor.org/stable/1188568

 

Freire, P. (1994).  Pedagogy of hope: Reliving pedagogy of the oppressed.

Continuum.

 

Hiner, N. R. (1990).  History of education for the 1990s and beyond: The

case for academic Imperialism.  History of Education Quarterly,

30(2), 137–160.  https://doi.org/10.2307/368654

 

Said, E. W. (2003).  Orientalism.  Vintage Books.

 

Tuhiwai Smith, L. (2012).  Decolonizing methodologies: Research and

indigenous peoples.  Zed Books.