TY - JOUR
T1 - Beyond Borders
T2 - trans-local critical pedagogy for inter-Asian cultural studies
AU - Liu, Chi-Hui
PY - 2020/4/15
Y1 - 2020/4/15
N2 - This paper challenges the apparatus of the knowledge reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, particularly in East and Southeast Asia. I take the case of the 1965-66 genocide in Indonesia as an example to illustrate how the cultural trauma that took place in the Cold War Era had marked the turning point for the follow-up nation-building and the cooperative distortion of the past through the politics of denial. This phenomenon does not happen only in Indonesia but also in other countries in the Northeast and Southeast Asia. The post-event juridical reform after these historical traumas established the foundation of the national constitutions and planted the seeds for unequal citizenship in these countries. The legal practices of the post-colonial modern states repeat the colonial strategies, and the techniques of governmentality reproduce itself through the education system of all levels. I want to suggest that to go beyond the ideological borders and avoid the vicious circles of knowledge reproduction requires an innovative educational model of a trans-local and critical pedagogy in the form of curricular decolonization. It aspires for a type of the university beyond the borders, beyond the walls. Through a trans-local, interdisciplinary, and cross-referencing critical studies, we then can attend both the local but also the regional and global contexts. I also want to argue that such a model should bridge university and society that assist us in practicing epistemic decolonization to challenge the current cultural consensus.
AB - This paper challenges the apparatus of the knowledge reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, particularly in East and Southeast Asia. I take the case of the 1965-66 genocide in Indonesia as an example to illustrate how the cultural trauma that took place in the Cold War Era had marked the turning point for the follow-up nation-building and the cooperative distortion of the past through the politics of denial. This phenomenon does not happen only in Indonesia but also in other countries in the Northeast and Southeast Asia. The post-event juridical reform after these historical traumas established the foundation of the national constitutions and planted the seeds for unequal citizenship in these countries. The legal practices of the post-colonial modern states repeat the colonial strategies, and the techniques of governmentality reproduce itself through the education system of all levels. I want to suggest that to go beyond the ideological borders and avoid the vicious circles of knowledge reproduction requires an innovative educational model of a trans-local and critical pedagogy in the form of curricular decolonization. It aspires for a type of the university beyond the borders, beyond the walls. Through a trans-local, interdisciplinary, and cross-referencing critical studies, we then can attend both the local but also the regional and global contexts. I also want to argue that such a model should bridge university and society that assist us in practicing epistemic decolonization to challenge the current cultural consensus.
KW - Paradox of citizenship
KW - cold war
KW - neoliberalism
KW - exclusive nationalism
KW - historical trauma
KW - politics of denial
KW - ideological borders
KW - critical pedagogy
KW - Trans-local Education
KW - cultural interventions
KW - epistemic decolonization
KW - curricular decolonization
UR - http://www.scopus.com/inward/record.url?scp=85063910861&partnerID=8YFLogxK
U2 - 10.1080/00131857.2020.1752188
DO - 10.1080/00131857.2020.1752188
M3 - Article
AN - SCOPUS:85063910861
SN - 1469-5812
VL - 52
SP - 1162
EP - 1172
JO - Educational Philosophy and Theory
JF - Educational Philosophy and Theory
IS - 11
ER -