Die postkoloniale Herausforderung: Antworten der Pädagogik kollektiver Zugehörigkeiten

Postcolonial theories challenge all educational science approaches that address the heterogeneity of society. This article, from the perspective of the Pedagogy of Collective Affiliations, examines the implications for empirical research and pedagogical diagnosis. While critical racism studies influenced by postcolonial theories primarily highlight discrimination against non-whites, it is crucial to empirically reconstruct other dimensions of discrimination and experiences (such as gender, class, education, etc.) and their intersection with racist discrimination. Although racism has been entrenched in societies worldwide since the colonial era, it cannot be assumed that it is reproduced one-to-one in all organizations, milieus, and interactions. Instead, it is essential to analyze the underlying logic of these various social levels. In contrast to an objectivist approach, which claims a privileged access of the researchers to the reality of those being researched, it is proposed to empirically reconstruct the experiences and orientations of the latter. The search term ’post-colonial location’ is helpful here, as it can be used to analyze possible post-colonial experiences and orientations. Discrimination can be understood as a total identification of people, which can be found in different dimensions, but, as Postcolonialism posits, can also be institutionalized in society in certain forms. Alongside explicit total identifications, tacit implications and suppositions as well as the tacit experiences of the actors must be taken into account.