UID:
almahu_9949685974902882
Umfang:
1 online resource (xix, 267 pages) :
,
digital, PDF file(s).
ISBN:
9781529226119 (ebook)
Inhalt:
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.
Anmerkung:
Title from publisher's bibliographic system (viewed on 18 Jan 2024).
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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.
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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.
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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.
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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.
Weitere Ausg.:
Print version: ISBN 9781529226089
Sprache:
Englisch
URL:
https://www.cambridge.org/core/product/identifier/9781529226119/type/BOOK
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