Postwar literacy campaigns expose colonial legacies in global development narratives
Original framing: “How ‘books for development’ campaigns reveal an unjust global order” — The Conversation - Global
The voices of marginalized communities are largely absent from the discourse on global literacy. These communities have valuable insights into what constitutes effective education in their own contexts, which are often ignored in favor of Western-centric approaches.
The 'books for development' campaigns reveal a deep-seated colonial logic in global education initiatives, where Western knowledge is positioned as superior and necessary for development.
These campaigns, often framed as benevolent, were instrumental in reinforcing the global order by legitimizing Canada’s colonial practices at home and abroad. A cross-cultural perspective highlights the exclusion of indigenous and local knowledge systems, which are essential for creating equitable educational frameworks. By integrating indigenous knowledge, promoting multilingual education, and supporting community-led development, we can begin to dismantle the colonial legacies embedded in global literacy efforts. Historical parallels with missionary education underscore the need for a more inclusive and culturally responsive approach to development.