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  • Author or Editor: María Fernanda Rodríguez x
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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.

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Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tablet-based app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect to these three forms of justice and analysed responses to focus on factors related to intended actions. The analysis suggests that both attitudes and experiences are important in shaping intended actions in the future. Thus, education systems should not only develop attitudes to support sustainable development, but also exemplify and embody socially justice practices, providing students with experience of social contexts that support sustainable development.

Open access