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By V. Andreotti

Andreotti illustrates how postcolonial concept is utilized within the contexts of academic research/critique and in pioneering pedagogical tasks. She offers an available and important evaluate and comparability of theoretical debates with regards to reviews of Western/Northern hegemony.

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For Spivak the epistemic violence of colonialism makes this sanctioned ignorance work both ways with complementary results, as the Third World forgets about the worlding and “wants” to be civilized/catch up with the West . In line with Said, Bhabha, and Fanon, Spivak affirms that the colonial power changes the subaltern’s perception of self and reality and legitimizes its cultural supremacy in the (epistemic) violence of creating an “inferior” other and naturalizing these constructs. Spivak illustrates that, in the “First World,” it reinforces Eurocentrism and triumphalism, as people are encouraged to think that they live in the center of the world, that they have a responsibility to “help the rest,” and that “people from other parts of the world are not fully global” (Spivak 2003a, 622).

Said 1978, 45–46) From this perspective, the study of the Orient is the study of Europe’s “Other,” an interested political vision of reality that produces a binary opposition between “them” (the strange, the Orient, the East) and “us” (the familiar, Europe, West). This binary becomes essential for European identity, as Loomba (1998) points out: If colonised people are irrational, Europeans are rational; if the former are barbaric, sensual and lazy, Europe is civilisation itself, with 22 Actionable Postcolonial Theory in Education its sexual appetites under control and its dominant ethic, that of hard work; if the Orient was static, Europe can be seen as developing and marching ahead; the Orient has to be feminine so that Europe can be masculine.

He is considered hermetic and vague in the application of his concepts and theories. Childs and Williams (1996) describe other accusations from different perspectives: (1) the situation of ambivalence in language and writing and not in colonialism; (2) the failure to reconcile his psychoanalytic approach with reading of actual colonial events (a lack of attention to history); and (3) the association of stereotypes with fetishism (when according to Holquist, it is just a normal “fixing” strategy of consciousness).

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