Gender, Anticolonialism, and Education

Anticolonialism is a revolutionary philosophy, a philosophy of revolution. Simply put, it is the struggle for freedom from slavery, settler colonialism, and imperialism. It is the theory and practice of the decolonization of nation-states, as well as of the decolonization of practices of knowledge production, consumption, dissemination, and the entire enterprise of education. It also works to decolonize minds, bodies, and imaginations. Anticolonialism challenges dominant practices of knowledge (and ignorance) production to highlight the intersection of gender, race, and class in what is known and not known about the past as it plays out in the present in education and beyond. Anticolonial scholarship and activism focus on intersectional accounts of history to investigate class- and gender-based forms of violence in some of the most celebrated nonviolent movements. Highlighting the psychic dimensions of domination and resistance is central to the anticolonial project, which elaborates on the boomerang effects of domination and the perils of privilege. This insight is central to imagining a sustainable world of social solidarity and reciprocity. The success of an anticolonial approach to education lies in creating capacities to critically reflect on colonial discourses, institutional structures, educational policy, practice, and pedagogical strategies. The anticolonial project brings to light the psychic life of domination and resistance, which colludes with flaws in the criminal justice system that work to funnel too many children of color out of school and into juvenile and justice systems. Anticolonial educational strategies begin with an intersectional approach to disrupting the school to prison pipeline—a devastating neocolonial formation. Twenty-first-century anticolonial educators and activists learn from the work of student activists in the Mississippi civil rights movement and their creation of Freedom Schools. The radical conceptions of pedagogy, citizenship, and power developed in Freedom Schools have important implications for thinking about the role of education in building a multiracial/multisexual anticolonial democracy in the 21st century.