Hardback
Decolonising Development in Education
Rethinking, Reframing and Reimagining Possibilities
9781035337781 Edward Elgar Publishing
In this thought-provoking book, expert contributors challenge dominant global development narratives, undertaking an academic critique of contemporary coloniality in education and providing constructive ways towards more equal and sustainable futures.
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Critical Acclaim
Contents
More Information
In this thought-provoking book, expert contributors challenge dominant global development and education narratives through an academic critique of contemporary coloniality in education, and move beyond critique to provide constructive ways forward to challenge and reinvent relations of domination and empower marginalised communities.
Chapter authors explore education in the context of the climate crisis, education data, material and epistemic justice, and the use of so-called ‘good sense’ in international education development. Moving beyond an assessment of the educational landscape, Decolonising Development in Education advocates for regenerative, restorative, and reparative action, encouraging readers to reimagine education and development pathways which lead to more equal and sustainable futures. Ultimately, the book argues that continuing to develop decolonial dialogue and practice enables education to live up to its potential as a catalyst for societal transformation and for the sustainability of our planet.
Decolonising Development in Education is a key resource for academics, researchers and students in education policy, comparative and international education, development studies and international relations. It presents key knowledge at the intersection between research, analysis, policy and practice, making it invaluable to international education policymakers and professionals.
Chapter authors explore education in the context of the climate crisis, education data, material and epistemic justice, and the use of so-called ‘good sense’ in international education development. Moving beyond an assessment of the educational landscape, Decolonising Development in Education advocates for regenerative, restorative, and reparative action, encouraging readers to reimagine education and development pathways which lead to more equal and sustainable futures. Ultimately, the book argues that continuing to develop decolonial dialogue and practice enables education to live up to its potential as a catalyst for societal transformation and for the sustainability of our planet.
Decolonising Development in Education is a key resource for academics, researchers and students in education policy, comparative and international education, development studies and international relations. It presents key knowledge at the intersection between research, analysis, policy and practice, making it invaluable to international education policymakers and professionals.
Critical Acclaim
‘This important book draws together leading thinkers to provide a timely, decolonial critique of the international development and education agenda. The book moves beyond critique, however, to argue that focusing on reparation, recuperation, redress, rectification, and redistribution in education can assist us in transgressing coloniality and realising more just and sustainable futures.’
– Leon Tikly, University of Bristol, UK
‘Decolonising Development in Education is a timely volume because it offers ways forward for unlearning,reinventing, and repairing domination through education. Its scope of framing coloniality – and domination – goes beyond the Western metropoles and challenges us to rethink that science and philosophy are European inventions. It engages in a dialogue with multiple knowledges and possibilities to repair inequalities and foster justice. It is a critical read for all who work in the field of education and development.’
– Joan DeJaeghere, University of Minnesota, USA
‘Contemporary resurgence of critiques of colonial education and knowledge systems provide refreshing possibilities for grounding education and learning in local, context-specific and ecologically diverse habitats. This book adds particular emphasis on potential for contemporary disruptions to historical trajectories of coloniality. Recovery of local languages and cultures as expressions of decolonisation are included in this analysis. Beyond knowledge, the book indicates how the design of education can be grounded in diversities.’
– Rajesh Tandon, Participatory Research in Asia (PRIA), India
‘This fine book of reflections on the decolonising of education by Moira Faul and her colleagues illuminates the continuing role of education in sustaining colonial regimes of truth. But unlike many critiques, we can also find in these pages ways to break the colonial chains both within ourselves and within society. Fascinating collection.’
– Budd Hall, University of Victoria, Canada
– Leon Tikly, University of Bristol, UK
‘Decolonising Development in Education is a timely volume because it offers ways forward for unlearning,reinventing, and repairing domination through education. Its scope of framing coloniality – and domination – goes beyond the Western metropoles and challenges us to rethink that science and philosophy are European inventions. It engages in a dialogue with multiple knowledges and possibilities to repair inequalities and foster justice. It is a critical read for all who work in the field of education and development.’
– Joan DeJaeghere, University of Minnesota, USA
‘Contemporary resurgence of critiques of colonial education and knowledge systems provide refreshing possibilities for grounding education and learning in local, context-specific and ecologically diverse habitats. This book adds particular emphasis on potential for contemporary disruptions to historical trajectories of coloniality. Recovery of local languages and cultures as expressions of decolonisation are included in this analysis. Beyond knowledge, the book indicates how the design of education can be grounded in diversities.’
– Rajesh Tandon, Participatory Research in Asia (PRIA), India
‘This fine book of reflections on the decolonising of education by Moira Faul and her colleagues illuminates the continuing role of education in sustaining colonial regimes of truth. But unlike many critiques, we can also find in these pages ways to break the colonial chains both within ourselves and within society. Fascinating collection.’
– Budd Hall, University of Victoria, Canada
Contents
Contents
Decolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities 1
Crain Soudien and Moira V. Faul
PART I RETHINKING THE ‘PROBLEM’ OF DEVELOPMENT: ENVISAGING A COMMON WORLD
1 Unlearning Development: Education in the Era of Planetary Emergency 19
Iveta Silova, Hikaru Komatsu and Jeremy Rappleye
2 Decolonising Education Data: Theories and Prospects 43
Radhika Gorur and Minoli Wijetunga
3 Sustaining Disruptive Development Possibilities in the University: A Conceptual Exploration 61
Crain Soudien
PART II REFRAMING THE PROCESS OF DEVELOPMENT: COLLECTIVE RECUPERATION, REPARATION, RECTIFICATORY JUSTICE
4 Development Education as a Methodology for Systems Transformation: What does Restorative Action and Cognitive Justice Represent? 79
Catherine A. Odora Hoppers
5 Reparations in the ruins of development 99
Arathi Sriprakash
6 Delinking Development: Material and Epistemic Justice and Caribbean Reparations 113
tavis d. jules and Nigel O.M. Brissett
7 Microfragmentos of Reparation and Reinvention: Ch’ixi Food Practices with Women and Children 137
Veronica Pacini-Ketchabaw and Cristina Delgado Vintimilla
PART III REIMAGINING POSSIBILITIES FOR DEVELOPMENT AND EDUCATION
8 Sustainable Development Education: A poem 155
Vanessa Andreotti
9 Why Is Epistemic Humility Provocative? A Reflexive Story 159
Prachi Srivastava
10 How to Excavate “Good Sense” in International Educational Development: The “Middle Way” Approach to the EDU-Port Japan 179
Keita Takayama and Taeko Okitsu
PART IV CONCLUSION
11 Conclusion: Reflections and Provocations on De/ colonising Development and Education 209
Kathryn Moeller
Decolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities 1
Crain Soudien and Moira V. Faul
PART I RETHINKING THE ‘PROBLEM’ OF DEVELOPMENT: ENVISAGING A COMMON WORLD
1 Unlearning Development: Education in the Era of Planetary Emergency 19
Iveta Silova, Hikaru Komatsu and Jeremy Rappleye
2 Decolonising Education Data: Theories and Prospects 43
Radhika Gorur and Minoli Wijetunga
3 Sustaining Disruptive Development Possibilities in the University: A Conceptual Exploration 61
Crain Soudien
PART II REFRAMING THE PROCESS OF DEVELOPMENT: COLLECTIVE RECUPERATION, REPARATION, RECTIFICATORY JUSTICE
4 Development Education as a Methodology for Systems Transformation: What does Restorative Action and Cognitive Justice Represent? 79
Catherine A. Odora Hoppers
5 Reparations in the ruins of development 99
Arathi Sriprakash
6 Delinking Development: Material and Epistemic Justice and Caribbean Reparations 113
tavis d. jules and Nigel O.M. Brissett
7 Microfragmentos of Reparation and Reinvention: Ch’ixi Food Practices with Women and Children 137
Veronica Pacini-Ketchabaw and Cristina Delgado Vintimilla
PART III REIMAGINING POSSIBILITIES FOR DEVELOPMENT AND EDUCATION
8 Sustainable Development Education: A poem 155
Vanessa Andreotti
9 Why Is Epistemic Humility Provocative? A Reflexive Story 159
Prachi Srivastava
10 How to Excavate “Good Sense” in International Educational Development: The “Middle Way” Approach to the EDU-Port Japan 179
Keita Takayama and Taeko Okitsu
PART IV CONCLUSION
11 Conclusion: Reflections and Provocations on De/ colonising Development and Education 209
Kathryn Moeller
