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This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher training and support. These pedagogies promote little to no critical thinking, are disconnected from students’ experiences and do not encourage them to problematise reality nor to grasp complexity. Such pedagogies constitute a form of epistemic injustice in that they do not help to develop students’ capacity to participate as equals in the consumption and production of knowledge. Through this, these pedagogies also limit education’s potential contributions to justice, peace and sustainability. Our discussion of shallow pedagogies leads us to articulate some more positive elements of what rich and just pedagogies might entail.
While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do this through discussing one form of justice in education – epistemic justice – and developing our conceptualisation of an epistemic core. Drawing on Elmore’s instructional core, this includes openness to students’ experiences and the place where they live, rich pedagogies and a broad range of epistemic resources. We argue that this is one way that secondary education’s contribution to sustainable and just futures could be made more concretely possible.
