Vol. 23 No. 4 (2024): Postcolonial social science education

Editors of this Issue

Katarina Blennow, Lund University, Sweden
Khadija Fritsch Al-Alaoui, Prince Mohammad Bin Fahd University, Al Khobar, Saudi Arabia
Tilman Grammes, Universität Hamburg, Germany

In recent years, a vibrant global discourse on postcolonialism has emerged in many subdisciplines of social sciences. While the collective memory of the colonial past and its legacy in today’s global world is relatively well researched (e.g., in heritage education), issues concerning how the postcolonial condition and postcolonial perspectives affect social science education in a more narrow sense have received less attention. This issue, therefore, strives to investigate concrete instances of postcolonial encounters and experiences as well as decolonisation efforts in the present social science education.