teacher-dominated pedagogies limited students’ participation and engagement in learning; while in Peru the movement towards narrowly defined outcomes and the discontinuities in teacher-training reforms have led to a ‘displacement of knowledge’ from curricula and practice ( Balarin and Benavides, 2010 ). In all three cases, however, the disconnect between school knowledge and students’ daily experiences, the lack of engagement with complexity, and the absence of critical thinking limited students’ participation in knowledge consumption and production. Our discussion
learners aware of the potential disaster caused by increasing global temperature; however, this textbook content is inadequate, on its own, to foster in-depth critical analysis or discussion among students with regard to the implications of climate-change disasters for justice and global inequality, and it also seems impotent to motivate action or behavioural change among learners as it does not relate this knowledge back to their own lives or experiences. It is thus crucial to bridge the gap between academic knowledge, provided through textbook and pedagogical practices
were multiple examples from all countries of persistent and overlapping epistemic injustices across subjects and topics. These ranged from the predominance of languages that curtail children’s understanding of school knowledge to the disconnection between curriculum and materials and young people’s lived experience, to the prevalence of pedagogies that limit students critical thinking and understanding of complexity ( Balarin and Rodriguez, 2024 ; Milligan et al, 2024 ; Paudel et al, 2024 – all in this collection). Through our analysis and discussions we
in 1993. In 1995, a mahasabha 3 of 200 Adivasi leaders expressed a demand for an Adivasi school. Since then, VBVT has been working with members of the community to create a culturally appropriate and contextually meaningful ecosystem of learning for their children. While the nature of issues faced by the organisation has changed over time, the fundamental aim has always been for the community to experience education as an emancipatory force. Critical pedagogy presents a framework for transformative education that challenges the traditional role of schooling and
level and engaging with global policy agendas. Investing in educators as agents of justice-oriented reform As many of the contributions make clear, teachers play a pivotal role in realising justice-oriented reform. For instance, a key message from ‘Shallow pedagogies as epistemic injustice’ highlights the need for clear guidelines and support for teachers to move beyond superficial teaching methods and engage students in meaningful, critical learning processes. In ‘Learners’ everyday experiences of violence in English-medium secondary education in Uganda’, teacher
learning that dominate many classrooms in countries in the Global South. While making broader connections to the other JustEd country studies, this article focuses on findings from the Peruvian case. Here the emergence of such pedagogies is linked to the establishment of a narrowly defined outcomes-based model of education in a context marked by policy discontinuities and limited support for teachers. The authors show how these pedagogies can reproduce epistemic injustices as they promote little to no critical thinking, are disconnected from students’ experiences and do
among human beings, rather than among human and non-human beings, as the notion of ‘ecological justice’ does. Authors such as Bowers (2005) have also argued that Critical Pedagogy, one of the main sources of inspiration of ecopedagogy, is riven by several Western-centric cosmological assumptions, such as the notion that human beings are the sole entities to be intrinsically autonomous and creative. Relatedly, despite ecopedagogy’s commitment to reject several oppressive ‘-isms’, some of its exponents seem to occasionally perpetuate them. For example, in a quote from
-Schools pedagogies and climate action projects address the triple education crises in the real-life context of Rwandan schools facing severe education and climate change challenges? Literature review The 2023 report on the UN Transforming Education Summit held in September 2022, describes ‘a dramatic triple crisis’ confronting education today. A crisis of equity and inclusion, as millions are out of school; a crisis of quality, as many of those who are in school are not even learning the basics; and a crisis of relevance, as many educational systems are not equipping the new
Key messages Sowing seeds of pluriversity – i.e. epistemically diverse institutions for public good - is vital. Arts–research co-productions on sustainability themes are beneficial, but also challenging. They can facilitate pluriversity thinking: critical introspection, transformative learning. They foster critical engagement with colonially rooted, unjust and unsustainable academic conventions. Introduction This article addresses the question of how arts–research co-production on sustainability and justice themes can help identify decolonial
result in many learners battling to learn effectively in their FAL, calling for a need for pedagogical changes ( Ntshangase and Bosch, 2020 ). This is just one example of the learning challenges faced in rural communities. Introduction to the Transforming Education for Sustainable Futures programme and project activities Given the limitations of rural school education, and the high levels of poverty and unemployment in learner households, two partner organisations the Institute of Natural Resources NPC, in partnership with PSI Molekane implemented a research
