Critical and Postcolonial Perspectives on Global Education: The Case of Poland

Authors

  • Magdalena Kuleta-Hulboj University of Warsaw

DOI:

https://doi.org/10.4119/jsse-3467

Keywords:

global education, postcolonial pedagogy, Poland, semi-peripheral country, double coloniality

Abstract

Purpose: This paper aims to contribute to the academic debate on postcolonial perspectives on global education problematising the context of global education in Poland, a former Second World country that does not fit to Global North-Global South dichotomy.

Approach: The article explores global education in Poland from a critical and postcolonial perspective. It examines both supra-national factors shaping global education nowadays (like migrations, cosmopolitan turn, growing right-wing populism, the culture of measurement) and specific Polish context as a country not only “in-between”, but with the experience of “triple coloniality”.

Findings: I argue that taking into consideration this complexity and multilayeredness of the Polish situation, together with more general, not country-specific factors, can offer new insights and understandings of global education in Poland. It is a necessary step to decolonise global education and make it more inclusive.

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Published

2020-12-18

Issue

Section

Special Topic Articles