Reframing Power: Foucault's Perspective on Colonial Education, Resistance, and Transformation

Gbenga Michael Adedeye, Victor J. Pitsoe

Abstract


Michel Foucault's theory of power offers a discerning framework for comprehending the impact of colonialism on educational systems. Michel Foucault's theories of biopower, governmentality, and power/knowledge demonstrate that colonial education functioned not just as a means of cultural hegemony but also as an integral component of a wider system of power dynamics that influenced the formation of identities among colonized communities. These systems enforced and incorporated colonized peoples into Western standards, methodically excluding local knowledge. Decolonizing education entails a rigorous examination and modification of curriculum to include a wide range of perspectives and address past injustices. Foucault's concept of power/knowledge emphasizes the significance of education in upholding power hierarchies while simultaneously presenting the possibility of opposition. Through the incorporation of disadvantaged knowledge systems, educators have the ability to question the prevailing influence of Western paradigms and advance inclusivity by incorporating disadvantaged knowledge systems. Furthermore, the process of decolonization necessitates the reformation of institutions, the resolution of systemic inequalities, and the cultivation of nurturing environments. Educational institutions should actively contribute to societal transformation by advocating for fairness and impartiality. Foucault's analysis of power highlights its all-encompassing presence and underscores the imperative of ongoing efforts to destroy oppressive systems, thereby fostering a fairer and more just society.


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