Decolonial Epistemologies in Comparative and International Education
Anticipating the Cultural Turn?
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- About
Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? examines the current state of the field of comparative and international education (CIE) by addressing colonial and Eurocentric structures and advancing a decolonial approach. The chapters integrate frameworks from indigenous epistemologies, racial capitalism, and pluriverse thinking to question and reimagine existing paradigms in CIE.
This edited volume interrogates the level of coloniality and racial capitalism present in modern analyses of CIE. As such, the chapter authors unpack questions such as: Is CIE as a field too white? Are its theories and methodologies still too Eurocentric? How do we treat others as we study them? How do we accommodate differences, and how is inclusion dealt with? How might new epistemologies, ontologies, and axiologies help us decolonize the field?
Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? is valuable for academics in CIE and related fields, practitioners interested in decoloniality in education, administrators and policymakers in higher education, and graduate students in CIE, higher education, and educational leadership. It offers insights into current discussions on decoloniality and education, helping these groups understand and navigate the complexities of these themes in educational contexts.
The Cultural Turn in Comparative and International Education: Decolonizing the Field in an Era of Post-Humanist Pluriverse Thinking and Racial Capitalism; tavis d. jules and Florin D. Salajan
- Chapter 1. The Diffracted Wave in Comparative and International Education’s Cinematic Spaces and Ourselves: Toward Pluriversal Thinking and New Conversations; Winne Wong, Anna Becker, and Cathryn Magno
- Chapter 2. Playing Colonialism in the Classroom: A New Facet of the Epistemological Legacy of Colonialism?; Max Crumley-Effinger and Yver Alonso Melchor Hernández
- Chapter 3. Beyond Coloniality: Embracing Critical Whiteness, Co-conspiratorship and Racial Literacy in Comparative and International Education; Amy C. Nelson Christensen and tavis d. jules
- Chapter 4. Pedagogies of Refusal in International Development and Education; Mariam Rashid and Ann Wilthew
- Chapter 5. An e–talanoa of the Comparative and International Education Research Field: Relational vā–decoloniality in Oceania; Tepora Wright, David Taufui Mikato Faʻavae, Ben Levy, Emma Packham, Katie Arihia Virtue, and Dassia Watkins-Matavalea
- Chapter 6. Academic Freedom and Decoloniality: Reconciling the Seemingly Irreconcilable; Irving Epstein
- Chapter 7. The EU-as-empire Logic in the EU’s Higher Education Policy: Normative Imperialism, Soft Colonization or Genuine Co-equal Partnerships?; Florin D. Salajan
- Chapter 8. Alternative Worlds Are Possible: Educational Decolonization and Open Reparative Futures; Chevy Eugene and tavis d. jules
- Chapter 9. Decolonial Haunting of Education in Modern Africa: Epistemic Opacities in the Wake of Colonial Schooling; Benjamin Scherrer, Maguette Diame, and Bara Mbengue
- Chapter 10. Beyond Decoloniality: Embracing a Third-space of Interculturality in Higher Education; Yujun Xu
- Beyond Conclusions: Decolonizing Comparative and International Education – Toward Pluriversal Futures; Benjamin Scherrer and Anna Becker
tavis d. jules is a Full Professor in Cultural and Educational Policy & International Higher Education at Loyola University Chicago, USA.
Florin D. Salajan is Professor in the School of Education at North Dakota State University, Fargo, USA.
Anna Becker is a Marie Skłodowska-Curie Fellow & Assistant Professor in Linguistics at the Polish Academy of Sciences, Poland.
Benjamin Scherrer is Assistant Professor of Education at the City University of New York (CUNY) Lehman College, USA.