The Self and the Other: for a Post-colonial Pedagogy


  • Esoh Elamé


This contribution to post-colonial pedagogy aims at understanding the relevance that post-colonial pedagogy could acquire in formative research. By doing so, it would allow the emergence of a pedagogy featured by relations, dialogue, civility, and thus one that provides a targeted analysis of those educational choices that would guarantee the formation of the citizens of tomorrow
in a global context marked by globalization, international mobility, and climate change. The debate is consequently analysed according to to-date inquiries on post-colonial critique. The task is that of joining together the most relevant elements offered by such critique for what concerns educational issues: contradictions emerge, and also doubts and questions demanding for
an answer. From a general perspective, we will try to show that post-colonial critique represents a ground-breaking theoretical container through which it is possible to develop decentralized formative research. Such research will have a socio-constructivist character and will ultimately lead to post-colonial pedagogy. To support our thesis, we will give a definition of post-colonial
studies and we will show how they might influence pedagogy by drawing on the contradictions of pedagogical research in Black Africa.



How to Cite

Elamé, E. (2014). The Self and the Other: for a Post-colonial Pedagogy. Formazione & Insegnamento, 9(3), 203–216. Retrieved from