The Decolonising Education in Emergencies reading group aims to examine issues of power, knowledge and justice as they relate to the intersections of education, humanitarianism and decoloniality. The group will meet online for four consecutive weeks in February and is open to educators, academic researchers and aid practitioners through advance registration. Sessions will be facilitated collaboratively by members of the organising institutions, and will include researchers from Cambridge and Seoul National University.
Unfortunately, registration for this group is now closed.
February 2, 10:00 GMT: Setting the Stage
Cardozo, M. L., & Novelli, M. (2018). Education in Emergencies: Tracing the Emergence of a Field. Global Education Policy and International Development: New Agendas, Issues and Policies, 233.
Excerpts from Mignolo, W. D., & Walsh, C. E. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press.
February 9, 10:00 GMT: Education and Decolonisation
Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education, and Society, 4(1), 21–40.
Mackinlay, E., & Barney, K. (2014). Unknown and unknowing possibilities: Transformative learning, social justice, and decolonizing pedagogy in indigenous Australian studies. Journal of Transformative Education, 12(1), 54–73.
Tejeda, C., M. Espinoza, and K. and Gutierrez. 2003. Toward a Decolonising Pedagogy: Social Justice Reconsidered. In Pedagogies of Difference: Rethinking Education for Social Justice, edited by P. Trifonas, 10–40. New York: Routledge Falmer.
REVISED: February 16, 10:00 GMT: Education and International Aid
Burde, D. (2015). Schools for Conflict or for Peace in Afghanistan. New York: Columbia Uni Press. Chapters 2 & 3.
Sriprakash, A., Tikly, L., & Walker, S. (2020). The erasures of racism in education and international development: Re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education, 50(5), 676–692.
REVISED: Feruary 23, 10:00 GMT: Intentions, Positions and Power
Cremin, H., Aryoubi, H., Hajir, B., Kurian, N., and Salem, B. (Forthcoming). Post-abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field.
Gorski, P. (2008). Good intentions are not enough: decolonising intercultural education. Intercultural Education, 19:6.