By V. Andreotti

Andreotti illustrates how postcolonial conception is utilized within the contexts of academic research/critique and in pioneering pedagogical tasks. She offers an available and valuable evaluate and comparability of theoretical debates relating to evaluations of Western/Northern hegemony.

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She also uses the example of the political suicide of Bhuvaneswari Bhaduri that was interpreted in the local scene in India as sati to illustrate that even when the subaltern tries to say something, she is “re-interpreted” from an ideological-political standpoint. ” her point is that, in the examples she gives, two meanings of representation are conflated: that of “speaking for” (political representation) and that of “speaking about” or re-presenting (making a Gayatri Spivak’s Contribution 41 portrait “as people are or would like to be”).

Therefore, he suggests that postcolonial critique bears witness to the unequal and uneven forces of cultural representation involved in the contest for political and social authority within the modern world order [and that] they formulate their critical revisions around issues of cultural difference, social authority and political discrimination in order to reveal the antagonistic and ambivalent moments within the rationalizations of modernity. (171) Bhabha affirms that the reconstitution of the discourse of cultural difference demands not simply a change of cultural contents and symbols [but] a revision of the social temporality in which emergent histories may 26 Actionable Postcolonial Theory in Education be written, the rearticulation of the “sign” in which cultural identities may be inscribed.

Marxist and post-structural analysis) by Young (2001). Moore- Gilbert (1997) summarizes some of the criticisms toward the perceived contradictions in the text as: 1. the relationship between discursive and material practices and politics of colonialism (different passages of the text point to different relationships of causality); Contextualizing Postcolonialisms 23 2. the claim of misrepresentation of the Orient (which would imply the possibility of a correct representation); 3. his own apparent objectivity and “truthful” analysis of Western representations of the East (a lack of self-reflexivity); and 4.

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