Concluding Reflections on an Anti-Colonial History Education Project

2020 ◽  
pp. 209-217
Author(s):  
Shumaila Fatima ◽  
David Jacobson

This chapter considers anti-colonial and postcolonial movements as modernizing and globalizing, particularly the three main streams: nationalist, Marxist, and Islamist. Nationalist and Marxist movements convere with the Western project, as represented in their vocabulary and emphasis on development, science, and self-determination. All anti-colonial and postcolonial societies have faced the task of reimagining their history. Education has played a key role, as both a product of colonial history and a response to it. The Islamic movements of interest to us represent a more versatile narrative. Led by leaders such as Qutb in Egypt and Ilyas in India and though grounded in anti-modern and anti-Western principles, these movements mostly evolved to embody modern and contemporary civic and political models.


2021 ◽  
Vol 91 (1) ◽  
pp. 109-132
Author(s):  
HARPER BENJAMIN KEENAN

In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model making invites children to engage with colonial history and what the assignment reveals about how adults teach children about the violent past. Keenan argues that the mission project perpetuates a societal pattern of “ritual avoidance.”


Sign in / Sign up

Export Citation Format

Share Document