ABSTRACT
A growing body of literature on education explores the potentials of the post-colonial theoretical perspective in myriad domains ranging from global relations to the localities of classroom practices. Post-colonial theoretical tenets have drawn attention to previously under-researched areas and have provided an epistemological challenge to existing theoretical ‘frameworks’ that normally guide educational studies. Post-colonial forms of analysis, for example, are used “to provide an account of the construction of racialised and stereotyped identities through the colonial curriculum and how these were implicated in the maintenance of a colonial world view and ultimately of colonial power itself ” (Crossley and Tikly, 2004, p. 149).
