In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

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Can the Subaltern Speak

Affirming Diversity: The Sociopolitical Context of Multicultural Education

By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Distinction: A Social Critique of the Judgement of Taste

Frantz Fanon’s explosive Black Skin, White Masks is a merciless expose of the psychological damage done by colonial rule across the world. Using Fanon’s incisive analytical abilities to expose the consequences of colonialism on the psyches of colonized peoples, it is both a crucial text in post-colonial theory, and a lesson in the power of analytical skills to reveal the realities that hide beneath the surface of things.  
Fanon was himself part of a colonized nation – Martinique – and grew up with the values and beliefs of French culture imposed upon him, while remaining relegated to an inferior status in society. Qualifying as a psychiatrist in France before working in Algeria (a French colony subject to brutal repression), his own experiences granted him a sharp insight into the psychological problems associated with colonial rule.  
Like any good analytical thinker, Fanon’s particular skill was in breaking things down and joining dots. His analysis of colonial rule exposed its implicit assumptions – and how they were replicated in colonised populations – allowing Fanon to unpick the hidden reasons behind his own conflicted psychological make up, and those of his patients. Unflinchingly clear-sighted in doing so, Black Skin White Masks remains a shocking read today.

An Analysis of Frantz Fanon's Black Skin, White Masks

Ethnologue: Languages of the World

This paper examines recent education and teacher education reforms in the USA and Namibia and analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners; and whether we should prepare teachers for teacher‐centered or learner‐centered instruction. Although the USA and Namibia are very different countries in size, economic development, and in numerous other ways, the authors argue that their national governments, like many others, have chosen to follow similar paths in reforming their K‐12 and teacher education systems. Both countries demonstrate an emphasis on the investment of scarce resources in constructing and maintaining elaborate accountability systems by preparing teachers to meet externally prescribed standards to produce good standardized test scores. The paper argues that this approach, tied to a technicist view of teaching and teacher educat...

Contradictions and tensions in the place of teachers in educational reform: reflections on teacher preparation in the USA and Namibia

This article emanates from an in-depth qualitative study that examined ideological beliefs among Indigenous parents regarding school desegregation and school “choice” policies in South Africa. The ...

Decolonizing Research in Postapartheid South Africa The Politics of Methodology

Despite the promise of equal educational opportunities for all, most public schools in the townships of South Africa have remained poorly funded and thus have become dysfunctional. 
As a result most poor parents from townships have started to transfer their children to 
schools with better resources and education facilities in the suburban areas. However, the 
emerging problem in this transfer is the high school fees imposed by well-resourced public 
schools in the suburbs. In this essay, I problematise two complex scenarios: On the one 
hand, township schools are not funded adequately, and on the other, the cost of education 
in wealthy public schools is too high for poor parents to afford. I argue that the lack of 
funding in these poor schools and the imposition of high school fees in wealthy schools 
ought to be contextualised within the broader hegemonic tendencies that continue to marginalise poor people.

Parental "Choice": The Liberty Principle in Education Finance: New Scholar Section.

This article is part of a special issue edited by Marianne N. Bloch and Beth Blue Swadener.

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"It Is a Catch 22 Situation":The Challenge of Race in Post-Apartheid South African Desegregated Schools

This article illustrates the transition from Bantu Education to social justice education in South Africa. I argue that education reform in post-apartheid South Africa has made important changes during this transition, although inequalities persist. Large disparities in resources between black township (still segregated) and formerly white (now desegregated) schools remain. There is also discrimination in formerly white schools, and curricula remain unrepresentative of black ethnic groups’ cultures and epistemologies. The findings show that marginalized parents fight relentlessly to achieve social justice in education for their children. I conclude that parents’ decisions to fight for socially just education also come with a price.

Bekisizwe S. Ndimande

Papers

Contradictions and tensions in the place of teachers in educational reform: reflections on teacher preparation in the USA and Namibia

Decolonizing Research in Postapartheid South Africa The Politics of Methodology

Parental "Choice": The Liberty Principle in Education Finance: New Scholar Section.

"It Is a Catch 22 Situation":The Challenge of Race in Post-Apartheid South African Desegregated Schools

From Bantu Education to the Fight for Socially Just Education