Decolonizing Education for Sustainable Futures

Description

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 decolonise education. Containing an innovative mixture of text, stories and poetry, it explores how decolonised futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organisations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonised futures. Front Cover Decolonizing Education for Sustainable Futures Copyright information Table of Contents Series Editor Preface List of Figures and Table List of Abbreviations Notes on Contributors Acknowledgements Introduction Why a book on decolonizing education for sustainable futures? The Futures of Education report as a context for the book Aims and structure of the book A note on authorship Note References Part I Connecting Decolonial and Sustainable Futures in Education 1 Decolonizing Education for Sustainable Futures: Some Conceptual Starting Points
Leon Tikly Introduction The meaning of sustainable futures Growth-led narratives Environmentally-oriented narratives Rights-based narratives Capability and social justice narratives Decolonizing narratives Conclusion: decolonizing sustainable futures Notes References 2 Learning to Become With the World: Education for Future Survival
Common Worlds Research Collective1 Introduction: education for future survival Visionary declarations for education by 2050 Conclusion: learning to become with the world Note References 3 Knowledge Production, Access and Governance: A Song from the South
Catherine A. Odora Hoppers Introduction: the past and present Unsustainable existential illiteracy Governance in a new dispensation Recommendations for the future 1. The need to invest in Indigenous diplomacy 2. We need to cultivate the ethical space 3. The imperative to enhance the tacit constitution 4. The need to generate knowledge panchayats 5. Cognitive justice Conclusion: what inclusive education must be for References Part II 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 Introduction Social movements for change The struggle for environmental and ecological rights and justice: School Strikes for Climate and Fridays for Future Civic and racial justice: a reckoning with history Critical pedagogy and feminist praxis – reimagining the futures of education Reimagining the human and non-human connection Expanding and crossing borders Intergenerational communities of learning Conclusion: the futures await Notes References 5 British Council Dialogues on Decolonization
Yvette Hutchinson Introduction The British Council Engaging with decolonization Positionality and methodology The Decolonisation Series Decolonization from the grassroots Theme 1: The process of development Theme 2: The personal and professional Theme 3: The spaces created and the networks Conclusion Notes References 6 Decolonizing the University: A Perspective from Bristol
Alvin Birdi Introduction: decolonizing what? Decolonizing the university and decolonizing the curriculum What does it mean to decolonize the curriculum? Decolonizing at the University of Bristol: local practices and praxis Decolonizing the university: a whole-institution approach Conclusion: a work in progress Notes References 7 Decolonizing the Curriculum in English Secondary Schools: Lessons from Teacher-led Initiatives in Bristol
Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell Introduction The context Terra Glowach: Incorporating Somali poetry in the English curriculum Tanisha Hicks-Beresford: Reflexive questions for an anti-racist Citizenship curriculum Discussion and conclusion Motivations for teacher-led decolonizing initiatives Approaches to decolonizing the curriculum Notes References 8 Little Voices: Embracing Difference in Bristol Schools through Engaging Learner Voices
Ben Spence Introduction Primary and secondary: demands and opportunities Lockdown project – ‘If’ The new world – post-lockdown response Decolonizing the curriculum: what does it mean? Curriculum wish list Conclusion: what did we learn? What next? Part III Education’s Reparative Possibilities: Responsibilities and Reckonings for Sustainable Futures 9 Indigenous Education and Activism: Dignity and Repair for Inclusive Futures
Tarcila Rivera Zea Capítulo 9 Educación Indígena y Activismo: Dignidad y reparación para futuros inclusivos – Tarcila Rivera Zea 10 Learning With the Past: Racism, Education and Reparative Futures
Arathi Sriprakash, David Nally, Kevin Myers and Pedro Ramos-Pinto Introduction Racism and the chronopolitics of development Learning with the past Historical knowledges Historical practices Education for reparative futures Conclusion Note References 11 Decolonizing Citational and Quotational Practices as Reparative Politics
Esther Priyadharshini Introduction Citation/quotation Reparation The Anthropocene Practices of citational reparation Uncitable knowledges Quotational reparation with more-than-human elements? Robin Wall Kimmerer: Braiding Sweetgrass Eduardo Kohn: How Forests Think Multimodal formats for a reparative practice Conclusion Notes References 12 Reparative Pedagogies
Julia Paulson Introduction Repair in pedagogy Describing the reparative Describing reparative pedagogies Dignifying Truth-telling Multiplicity Responsibility Creativity Conclusion: flowerings Note References Conclusion
Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly What is the relationship between sustainable futures and demands to decolonize education? How are agendas for decolonizing education and sustainable futures connected? What are the tensions? What are the roles and responsibilities of educational organizations, individuals and society stakeholders in decolonizing education? How should decolonization be conceived and enacted in different settings? What does decolonizing education for sustainable futures involve? What are the possibilities for reparative justice in and through education, given education’s enduring complicity with coloniality and environmental injustice? Handprints References Afterword
Robin Shields Introduction Counting our footprints Conclusion: from footprints to handprints References Index