Decolonizing education for sustainable futures / edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, Leon Tikly.

Format:

Book

Contributor:

Hutchinson, Yvette, editor.

Cortez Ochoa, Artemio Arturo, editor.

Paulson, Julia, editor.

Tikly, Leon, editor.

Series:

Bristol studies in comparative and international education.

Policy Press scholarship online.

Bristol studies in comparative and international education

Policy Press scholarship online

Language:

English

Subjects (All):

Education--Aims and objectives.

Education.

Educational change.

Physical Description:

1 online resource (xix, 267 pages) : digital, PDF file(s).

Edition:

1st ed.

Place of Publication:

Bristol : Bristol University Press, 2023.

Summary:

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.

Contents:

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

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

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

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

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

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

5 British Council Dialogues on Decolonization Yvette Hutchinson

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

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

7 Decolonizing the Curriculum in English Secondary Schools: Lessons from Teacher-led Initiatives in Bristol Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell

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

8 Little Voices: Embracing Difference in Bristol Schools through Engaging Learner Voices Ben Spence

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

Racism and the chronopolitics of development

Learning with the past

Historical knowledges

Historical practices

Education for reparative futures

11 Decolonizing Citational and Quotational Practices as Reparative Politics Esther Priyadharshini

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

12 Reparative Pedagogies Julia Paulson

Repair in pedagogy

Describing the reparative

Describing reparative pedagogies

Dignifying

Truth-telling

Multiplicity

Responsibility

Creativity

Conclusion: flowerings

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

Afterword Robin Shields

Counting our footprints

Conclusion: from footprints to handprints

Index.

Notes:

Includes bibliographical references and index.

Title from publisher's bibliographic system (viewed on 18 Jan 2024).

ISBN:

9781529226126

1529226120

9781529226102

1529226104

9781529226119

1529226112

OCLC:

1382693597