By V. Andreotti
Andreotti illustrates how postcolonial concept is utilized within the contexts of academic research/critique and in pioneering pedagogical initiatives. She offers an obtainable and helpful assessment and comparability of theoretical debates concerning reviews of Western/Northern hegemony.
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She examines how the British tried to ban the practice on the basis of their “civilizing mission” (justifying the imposition of the liberating and modernizing regime of Empire), which Spivak illustrates in the sentence “White men are saving brown women from brown men,” in contrast with the dominant Hindu opposition illustrated in the sentence “But they want to die” (committing a “pure” and “courageous” act) (Spivak 1988). This process confirmed the self-image of the British as civilizationally superior in comparison to both the native woman and the local oppressors (Moore- Gilbert 1997).
Spivak (in Hedge and Shome 2002) illustrates this pattern with reference to human rights and microenterprise interventions: Human rights interventions on the subaltern level produces nothing more than a spirit of litigious blackmail because there is no effort— there can’t be because of this speed of transaction one after the other— to suture the great subject of the Universal Declaration of Human 40 Actionable Postcolonial Theory in Education Rights to already existing patterns of conflict resolution that have been disenfranchised, delegitimized, for hundreds of years.
In time, such knowledge and reality produce a tradition, or what Michel Foucault calls a discourse, whose material presence or weight, not the originality of a given author, is really responsible for the texts produced out of it. ” He examines how this knowledge was constructed to determine how the Orient would be viewed and controlled, but also how this knowledge itself created these ways of knowing, studying, believing, and writing. He emphasized how knowledge about and power over colonized peoples are related enterprises (Loomba 1998).