Forum: Subaltern Studies as Pedagogies——Their Bearing on Literary Studies
Toward a Subaltern Pedagogy:
Border Texts and De-colonial Politics of Homeplace
This paper illustrates the marketization of schooling and a decolonial process of education in Taiwan. The author intends to adopt the perspective of subaltern studies to investigate the educators’ engagement in the political action for decolonialization. The author points out that the internal-colonial governors often demoralizes the subaltern as groups of people who need to be fixed or helped. In fact, the subaltern groups who live in poverty are people with dignity and subjects with self-sufficiency. The author suggests that the subaltern’s homeplaces are sites of resistance against dehumanization; they are places where people strive to create innovative lives, and also those where social learning occurs. The author suggests that there are multiple layers of political space in de-colonial politics. Making efforts to understand the subaltern life world is as important as to take political actions for people to reserve their homeplaces as sites of social empowerment. Transversal politics emphasize rooting in communities and shifting perspectives. It helps to establish solidarity among people engaging in critical transformative dialogues.
Keywords: decolonialization, subaltern pedagogy, radical education, homeplace, praxis-oriented research