Unveiling the Coloniality of Education: A Post-Colonial Critique and Decolonizing of Education in Pakistan

Abstract

Contemporary educational system of Pakistan is based on Euro-American and Eurocentric civilizational identity perpetuating colonial legacy. Decolonization posits that colonial power structures persist despite independence, necessitating opposition and change. A prominent place in the decolonial discourse is occupied by education. The important part that universities play "in grounding systems of knowledge production and perpetuating coloniality" is acknowledged in this debate. Curriculum and pedagogy are especially recognized as "sites of coloniality within and outside of higher education" that have the potential to either legitimize or marginalize knowledge production systems. A critical discourse analysis of educational policies, curricula, and pedagogies in Pakistan was conducted to uncover the colonial legacy. The study revealed that Eurocentric perspectives dominate educational practices, marginalizing indigenous knowledge systems. This perpetuates inequalities in knowledge production and access. From a postcolonial perspective, the persistence of colonial legacy in education reflects the ongoing struggle for epistemic justice. Decolonizing education requires a critical examination of power structures and knowledge production systems, ultimately promoting intellectual autonomy and inclusivity. This study contributes to the growing discourse on decolonizing education in postcolonial nations, emphasizing the need for a decolonizing agenda in Pakistani higher education.