Abstract

By critically examining four broad dimensions of learning through the postcolonial lens, the aim with this study is to promote alternatives to today’s neoliberal variant on the technical-rational imaginary for learning. Such alternatives are meant to help learners of all ages, origins, and conditions, but especially those belonging to identity groups who regularly experience one or more forms of discrimination, inequality, and injustice, to identify neocolonial cultural and economic dynamics so that they might create a cross-cultural common ground from which to resist such oppression, as a means of empowering and perhaps even emancipating themselves from its damaging effects.