E-Book Overview
A New Social Contract in a Latin American Education Context is committed to what has become known as “perspective of the South:” understanding the South not as a geographical reference but as a vindication of the existence of ways of knowing and of living which struggle for their survival and for a legitimate place in a world where the respect for difference is balanced with the right for equality. The metaphor of the new social contract stands for the desire to envision another world, which paradoxically cannot but spring out of the entrails of the existing one. Could the same contract under which the colonial orders were erected serve as a tool for decolonizing relations, knowledge, and power? Consequently, what kind of education could effectively help structure a new social contract? These are some of the questions Streck addresses.
E-Book Content
A New Social Contract in a Latin American Education Context Palgrave Macmillan’s Postcolonial Studies in Education Studies using the perspectives of postcolonial theory have become established and increasingly widespread in the last few decades. This series embraces and broadly employs the postcolonial approach. As a site of struggle, education has constituted a key vehicle for the “colonization of the mind.” The “post” in postcolonialism is both temporal, in the sense of emphasizing the processes of decolonization, and analytical, in the sense of probing and contesting the aftermath of colonialism, and the imperialism that succeeded it, using materialist and discourse analysis. Postcolonial theory is particularly apt for exploring the implications of educational colonialism, decolonization, experimentation, revisioning, contradiction, and ambiguity, not only for the former colonies, but also for the former colonial powers. This series views education as an important vehicle for both the inculcation and the unlearning of colonial ideologies. It complements the diversity that exists in postcolonial studies of political economy, literature, sociology, and the interdisciplinary domain of cultural studies. Education is here being viewed in its broadest contexts and is not confined to institutionalized learning. The aim of this series is to identify and help establish new areas of educational inquiry in postcolonial studies. Series Editors: PETER MAYO is Professor and Head of the Department of Education Studies at the University of Malta, where he teaches in the areas of sociology of education and adult continuing education, as well as in comparative and international education and sociology more generally. ANNE HICKLING-HUDSON is Associate Professor of Education at Australia’s Queensland University of Technology (QUT), where she specializes in cross-cultural and international education. ANTONIA DARDER is a Distinguished Professor of Educational Policy Studies and Latino/a Studies at the University of Illinois at Urbana-Champaign. Editorial Advisory Board Carmel Borg (University of Malta) John Baldacchino (Teachers College, Columbia University) Jennifer Chan (University of British Columbia) Christine Fox (University of Wollongong, Australia) Zelia Gregoriou (University of Cyprus) Leon Tikly (University of Bristol, UK) Birgit Brock-Utne (Emeritus, University of Oslo, Norway) Titles: Education and Gendered Citizenship in Pakistan M. Ayaz Naseem Critical Race, Feminism, and Education: A Social Justice Model Menah Pratt-Clarke A New Social Contract in a Latin American Education Context Danilo R. Streck A New Social Contract in a Latin American Education Context Danilo R. Streck Foreword by Vítor Westhelle A NEW SOCIAL CONTRACT IN A LATIN AMERICAN EDUCATION CONTEXT Copyright © Danilo R. Streck, 2010. All rights reserved. First published in 2010 by PALGRAVE MACMILLAN® in the United States—a division of St. Martin’s Press LLC