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More than three decades of theories critical of cultural colonialism have given rise to many voices calling for a different way of interpreting, thinking, and expressing the world. In recent decades, the social sciences and humanities have played a central role in the debate on the epistemological and intellectual implications of Western colonial domination over territories in Latin America, Africa, and Asia. The critique of Eurocentrism in the social sciences encompasses currents such as postcolonial critique, subaltern studies, decolonial theory, Afro-American Marxism, Chicano and border feminism, indigenous thought, and epistemologies of the South. The emergence of these theories that are critical of Eurocentrism has brought about a process of profound theoretical renewal in the social sciences that has called into question Eurocentric legacies, colonial projects, and the hegemony of Westernized universities. Historiographic production has remained, to a certain extent, on the margins of this theoretical renewal undergone by the humanities and social sciences. This article recapitulates the fundamental contributions of theories critical of Eurocentrism to the formation of a new historiography that overcomes the legacies of Eurocentric and colonial knowledge. We review the fundamental contributions of postcolonial studies, subaltern history, and decolonial theory to the interpretation of the past in order to think about the formulation of a new theory of history and a new non-Eurocentric historiography. We propose that this should critically examine the implications of the colonial legacy in how historiography itself and the rest of the social sciences and humanities conceive the past. [ABSTRACT FROM AUTHOR]

This paper describes a study of school physical education (PE) in French Indochina to cover the existing lack of knowledge on the developmental process of PE in developing countries. The study focused specifically on how PE developed in the Indochina Union, based on "colonial experience" in each region of French Indochina. A historical overview revealed that the former colonial countries had reconstructed their own education models in response to the demands of the extrinsic development model imposed by the colonial government. However, it was suggested that individual societal values may have regulated the behavior of the colonial people, and redefined the characteristics of PE. Regarding the process by which PE had been introduced, it was found that after sporadic and uneven efforts at gymnastics education based on the "General regulation of education" in 1917, the introduction of PE in the Indochina Union had gained momentum as a result of "Instruction n°26" issued by the Superior General Commander in 1921 and the "General Regulation of Physical Education" approved by the Minister of Public Instruction and Fine Arts. Moreover, based on failures experienced in the early stages, the French-Indochina administration took measures to prepare for the introduction of full-scale PE through a series of "arrêté" in 1924, including the signing of an agreement between the University and Military, provision of special allowances to military instructors, establishment of the Regional Center for Physical Instruction (CRIP), and physiological surveys conducted by the special committee. Furthermore, it was revealed that the PE program started in French Indochina through the 1925 PE campaign included the establishment of PE classes and annual sports festivals through the PE facilities established at fullexercise schools (école de plein exercice), and a teacher training system that was organized in 1926 by adopting the teaching methods of the Joinville School, distribution of PE manuals, and establishment of several PE training courses for teachers. [ABSTRACT FROM AUTHOR]