Towards critical, anti-colonial and anti-racist education in national and global contexts.
Saved in:
| Title: | Towards critical, anti-colonial and anti-racist education in national and global contexts. |
|---|---|
| Authors: | Câmara, Jáfia Naftali1 (AUTHOR) jn473@cam.ac.uk |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Apr2025, Vol. 71 Issue 2, p255-279. 25p. |
| Subject Terms: | *Anti-racism education, *Educational quality, *Refugee children, Poor families, Praxis (Process), Anti-imperialist movements |
| Abstract (English): | The fourth Sustainable Development Goal (SDG 4) of the United Nations (UN) 2030 Agenda aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". With over 122.6 million people worldwide forcibly displaced, and the number of refugees globally reaching 43.7 million by mid-2024, focusing on the importance of refugees accessing lifelong learning has become more urgent than ever. Despite this, refugees have been excluded from SDG-related national development plans, monitoring and reporting, raising questions about how the targets agreed in the Global Compact on Refugees and the SDGs are being implemented and met. Education, migration regulation and border regimes that reproduce injustices are fundamental elements of colonial education and have implications for lifelong learning. Education is often presented as crucial to the "integration" of migrants, including refugee people who have come to England. Nevertheless, the British government's austerity policies, regarded by some as a form of racism, have underfunded the education system. This has made it more challenging for all learners from low-income families, and specifically refugee people, to access adequate education, amongst other rights. This article begins with a look at the assimilationist and apparent neutrality of approaches to education as sponsored by global and national commitments. The author then briefly discusses education as a practice of oppression, with colonial implications, including presenting perspectives from England and Brasil drawn from qualitative and mixed-methods doctoral and postdoctoral research. The article concludes by proposing approaches to enact education and lifelong learning as a practice of liberation rooted in critical, anti-racist and anti-colonial thinking and praxis. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Vers une éducation critique, anticoloniale et antiraciste dans les contextes des pays et du monde – Le quatrième Objectif de développement durable (ODD 4) de l'Agenda 2030 des Nations unies vise à « assurer l'accès de tous à une éducation de qualité, sur un pied d'égalité, et [à] promouvoir les possibilités d'apprentissage tout au long de la vie ». Alors que plus de 122,6 millions de personnes dans le monde sont actuellement déplacées de force et que le nombre de réfugiés a atteint 43,7 millions à la mi-2024, se concentrer sur l'accès de ces derniers à l'apprentissage tout au long de la vie est plus urgent que jamais. Malgré cela, les réfugiés ont été exclus des plans nationaux de développement liés aux ODD, ainsi que des mécanismes de suivi et de reporting, ce qui engage à s'interroger sur les questions concernant la mise en œuvre et l'atteinte des objectifs définis dans le Pacte mondial sur les réfugiés et les ODD. L'éducation, la réglementation migratoire et les régimes frontaliers qui perpétuent les injustices sont des éléments fondamentaux de l'éducation coloniale qui entraînent des répercussions directes sur l'apprentissage tout au long de la vie. L'éducation est souvent présentée comme un élément clé de « l'intégration » des migrants, y compris des réfugiés arrivés en Angleterre. Néanmoins, les politiques d'austérité du gouvernement britannique, considérées par certains comme une forme de racisme, ont sous-financé le système de l'éducation. De ce fait, tous les apprenants issus de familles à faibles revenus, et notamment les réfugiés, ont davantage de difficultés à exercer, parmi d'autres droits, le droit à bénéficier d'une éducation appropriée. Le présent article commence par examiner l'approche assimilationniste et l'apparente neutralité des politiques de l'éducation promues dans le cadre des engagements pris par les pays et sur le plan mondial. L'autrice aborde ensuite brièvement l'éducation en tant qu'instrument d'oppression, lié à des aspects du colonialisme, et présente dans le même temps des points de vue extraits de recherches doctorales et postdoctorales menées en Angleterre et au Brésil sur la base de méthodes qualitatives et mixtes. L'article s'achève en proposant des approches qui visent à faire de l'éducation et de l'apprentissage tout au long de la vie une pratique libératrice, ancrée dans une réflexion et une pratique critiques, antiracistes et anticoloniales. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The fourth Sustainable Development Goal (SDG 4) of the United Nations (UN) 2030 Agenda aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". With over 122.6 million people worldwide forcibly displaced, and the number of refugees globally reaching 43.7 million by mid-2024, focusing on the importance of refugees accessing lifelong learning has become more urgent than ever. Despite this, refugees have been excluded from SDG-related national development plans, monitoring and reporting, raising questions about how the targets agreed in the Global Compact on Refugees and the SDGs are being implemented and met. Education, migration regulation and border regimes that reproduce injustices are fundamental elements of colonial education and have implications for lifelong learning. Education is often presented as crucial to the "integration" of migrants, including refugee people who have come to England. Nevertheless, the British government's austerity policies, regarded by some as a form of racism, have underfunded the education system. This has made it more challenging for all learners from low-income families, and specifically refugee people, to access adequate education, amongst other rights. This article begins with a look at the assimilationist and apparent neutrality of approaches to education as sponsored by global and national commitments. The author then briefly discusses education as a practice of oppression, with colonial implications, including presenting perspectives from England and Brasil drawn from qualitative and mixed-methods doctoral and postdoctoral research. The article concludes by proposing approaches to enact education and lifelong learning as a practice of liberation rooted in critical, anti-racist and anti-colonial thinking and praxis. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00208566 |
| DOI: | 10.1007/s11159-024-10110-9 |
