2017/03/30 by Iveta Silova, Zsuzsa Millei, Nelli Piattoeva · 115 citations
Social Sciences · #Cold war #Colonialism #Decoloniality #Global Education and Multiculturalism #Global Educational Policies and Reforms #Global Educational Reforms and Inequalities #Hegemony #Knowledge production #Law #Legitimacy #Political economy #Political science #Sociology
paper · open access · doi:10.1086/690458
published in Comparative Education Review 61(S1), S74-S102 (University of Chicago Press)
openalex publication_date 2017/03/30 · crossref created 2017/03/30 · crossref issued 2017/05/01 · crossref published 2017/05/01 · crossref published-print 2017/05/01 · crossref deposited 2022/07/27 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
The article explores the coloniality of knowledge production in comparative education in and about (post)socialist spaces of southeast/central Europe and the former Soviet Union after the Cold War. We engage in a particular form of decoloniality, or what Walter Mignolo terms “delinking,” to fracture the hegemony of Western-centric knowledge and enable comparative education to gain a global viewpoint that is more inclusive of different voices. Our critique is threefold. First, we engage in rethinking and rewriting socialist past(s) through new and multiple frames to reveal possibilities for imagining postsocialist future(s). Second, we show the relations and the intertwined histories of the spatially partitioned world. Third, we examine how coloniality has shaped our own identities as scholars and discuss ways to reclaim our positions as epistemic subjects who have both the legitimacy and capacity to look at and interpret the world from our own origins and lived realities.