Bringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold.
The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.
Cuprins
Introduction – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly
Part 1: Connecting Decolonial and Sustainable Futures in Education
1. Decolonizing Education for Sustainable Futures: Some Conceptual Starting Points – Leon Tikly
2. Learning To Become With the World: Education for Future Survival – Common Worlds Research Collective
3. Knowledge Production, Access and Governance: A Song From the South – Catherine A. Odora Hoppers
Part 2: Decolonizing Education for Sustainable Futures: From Theory to Practice
4. Reimagining Education: Student Movements and the Possibility of a Critical Pedagogy and Feminist Praxis – Tania Saeed
5. British Council Dialogues on Decolonization – Yvette Hutchinson
6. Decolonizing the University: A Perspective From Bristol – Alvin Birdi
7. Decolonizing the Curriculum in English Secondary Schools: Lessons From Teacher-Led Initiatives in Bristol – Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell
8. Little Voices: Embracing Difference in Bristol Schools Through Engaging Learner Voices – Ben Spence
Part 3: Education’s ‘Reparative’ Possibilities: Responsibilities and Reckonings for Sustainable Futures
9. Indigenous Education and Activism: Dignity and Repair for Inclusive Futures – Tarcila Rivera Zea
10. Learning With the Past: Racism, Education and Reparative Futures – Arathi Sriprakash, David Nally, Kevin Myers and Pedro Ramos-Pinto
11. Decolonizing Citational and Quotational Practices as a Reparative Politics – Esther Priyadharshini
12. Reparative Pedagogies – Julia Paulson
Conclusion – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly
Afterword – Robin Shields
Despre autor
Leon Tikly is UNESCO Chair in Inclusive, Good Quality Education at the University of Bristol, UK.
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