Schools often aim at creating opportunities for good life and at promoting a good society. Liberal theorization on schooling is premised on a functioning liberal democracy with a capitalist economy. However, postcolonial societies are characterized by poverty and inequality, cultural diversity, and an ongoing project of state and nation building. This challenges some of the foundational assumptions of liberal conceptions of schooling aimed at promoting good life and good society in postcolonial societies. Realization of good life through schools is shaped both by shaping of ‘consciousness, identities, and desires’ [Bernstein (2000, Pedagogy, symbolic control, and identity: Theory, research, critique, Lanhan, MD: Rowman & Littlefield)] and through imparting knowledge and skills that help realize these desires in particular contexts. These schooling practices have different influences on opportunities for good life in short, medium, and long terms in these societies. A conceptual model of schooling that addresses these complexities is key to understanding the processes that influence the opportunities for a pursuit of good life through schooling in postcolonial societies. Such a model could draw upon the existing theories of liberal schooling but would have to adapt them to respond to the contexts of postcolonial societies.

中文翻译：

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建立后殖民社会的良好生活教育理论

学校通常旨在创造良好生活的机会并促进良好的社会。关于学校教育的自由理论是建立在有资本主义经济的运转自由民主的前提下的。但是，后殖民社会的特征是贫穷和不平等，文化多样性以及正在进行的国家和国家建设项目。这挑战了旨在促进后殖民社会的美好生活和良好社会的自由教育观念的一些基本假设。通过“意识，身份和欲望”的塑造[Bernstein（2000年，教育学，符号控制和身份：理论，研究，评论，兰翰，马里兰州：罗曼和利特菲尔德）]和通过学校来实现良好的生活都受到影响。传授有助于在特定情况下实现这些愿望的知识和技能。这些教育实践对这些社会的短期，中期和长期的好生活机会有不同的影响。解决这些复杂性的学校教育概念模型对于理解影响通过后殖民社会的学校追求美好生活机会的过程至关重要。这种模式可以借鉴现有的通识教育理论，但必须对其进行调整以适应后殖民社会的环境。