Education as Liberation or Erasure? Decolonizing Identity in Nervous Conditions
DOI:
https://doi.org/10.17507/tpls.1508.30Keywords:
colonial education, indigenous knowledge, cultural alienation, identityAbstract
This paper explores the complexities of freedom within the framework of colonial education, particularly through the lens of Tsitsi Dangarembga’s Nervous Conditions (1988). At the heart of this analysis is the paradox of education as both a means of empowerment and a vehicle for cultural displacement. While Tambu initially views schooling as a path to self-determination, her journey reveals the deeper ideological forces at work—forces that require assimilation at the cost of identity and belonging. The paper examines the psychological and cultural toll of colonial education, the role of indigenous knowledge as resistance, and the necessity of decolonizing learning spaces to foster true liberation. Engaging with postcolonial and feminist theorists, this study argues that freedom must be redefined beyond the boundaries of colonial epistemologies. True liberation, as suggested by Nervous Conditions, is not granted by the system but must be reclaimed through the integration of indigenous perspectives, language, and self-determination.
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