Decolonizing social sciences education at the limits of the archive: A response concerning “postcolonial” social science

Abstract: Highlights: – Differentiates ‘postcolonial’ from ‘decolonial’ social science. – Defines decolonial strategies of double translation, reverse tutelage, double and decolonial repair. – Theorizes using South Africa as a theoretical limit and political test case. – Provides examples of a taught Masters curriculum in Social Theory and a global open educational resource. – Critiques the limitations of performative decolonization and gestures towards alternatives. Purpose: This article responds to the topic of ‘postcolonial social science education’ by exploring strategies for decolonizing the social science ‘archive’. Design/methodology/approach: The paper takes a decolonial-critical social science approach to explore the limit and test cases for decolonizing social science education, using two examples: a Social Theory course in Ireland and a global open educational project, Connected Sociologies. Findings: It explores three decolonial strategies for social science education: double tra.... https://www.jsse.org/index.php/jsse/article/view/7089

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Decolonizing social sciences education at the limits of the archive: A response concerning “postcolonial” social science ; volume:23 ; number:4 ; year:2024 ; Journal of social science education ; 23, Heft 4 (2024)

Contributors, Places and Time

• Creator: Khoo, Su-Ming

Further information

• DOI: 10.11576/jsse-7089
• URN: urn:nbn:de:101:1-2501081837156.960311993857
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 11.08.20252025, 9:06 AM CEST