Rethinking education in times of globalization – but where to start the rethinking?

Clemens, Iris; Biswas, Tanushree

doi:10.2307/j.ctvm201r8.17

Cited by 7 publications

(7 citation statements)

References 3 publications

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“…This does not apply to other logics e.g. Jain thinking (Clemens & Biswas, 2018), where such ultimate judgments about knowledge are not permissible in principle. In the following, by recognising the multiplicity of knowledge through decolonialization, contingency becomes visible on all levels -on the level of knowledge itself as well as its definition and therefore in terms of epistemological preconditions-.…”

Section: Introductionmentioning

confidence: 93%

Decolonizing Knowledge. Starting Points, Consequences and Challenges

Clemens

2020

FdE

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The call for the decolonization of knowledge refers to both its colonization and contingency and puts the focus on the multiplicity of knowledge. This contradicts European-North-American thinking and definitions of knowledge. Consequently, to advance an epistemological decolonization of knowledge, the actual process of defining knowledge will be analysed and the multiplicity of perspectives stressed at the epistemological level. Using Indian epistemology as an example, I will work out differences in definitions of knowledge and therefore basic diversifications in describing and explaining the emergence of knowledge. Truth-value-neutral forms of knowledge in particular challenge dominant European-North-American philosophical definitions, which incontrovertibly include assumptions of true or false knowledge. An interesting overlap between some Indian epistemologies and postcolonial theories can be observed with regards to the central role of the contextualization of knowledge production and the socially embodied nature of scientific knowledge in general. If the incentives gained are to be taken seriously, the consequences for educational science in general as well as educational practices must be discussed. According to the findings of organizational theory, emphasis on diversification and complication is also seen as an opportunity for the emergence of fresh meaning. Referring to Helen Verran’s concept of generative tension as a sign of collective creativity, encounters between diverse forms of knowledge and epistemological principles are seen as sources of creative processes and prerequisite for the emergence of new positions, perspectives etc., and thus as incubators for innovations.

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Section: Introductionmentioning

confidence: 93%

Decolonizing Knowledge. Starting Points, Consequences and Challenges

Clemens

2020

FdE

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“…Similarly, some fall into waiting endlessly for achieving highly sought‐after government jobs instead of engaging productively in something else (Jeffrey, 2010; Roder, 2017). Privileged degree holders might eventually find jobs through their social networks, but the underprivileged just get older—in turn discriminated further due to the age on job markets (also see Clemens & Biswas, 2019). Ansell et al (2020) have similarly highlighted that capitalist system that creates profit from the precarious labour market in the global south which could not exist without schooling (also see Stambach & Hall, 2017).…”

Section: Economy Schoolwork and Global Intergenerational Sustainabilitymentioning

confidence: 99%

Becoming good ancestors: A decolonial, childist approach to global intergenerational sustainability

Biswas

2023

Children & Society

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There are two key questions consistently raised by children and youth since the onset of the school strikes for climate in 2018 in the Global North: Why study for a future, which may not be there? Why spend a lot of effort to become educated, when our governments are not listening to the educated? (conf. http://fridaysforfuture.org/, n.d). While the same questions are shared by young climate activists from the Global South, there are other interrelated economic realities that echo the disappointment, anger, disillusionment, desperation, and frustration driving those utterances in their socio‐political contexts. Comparative insights from so‐called ‘developing’ countries disclose that institutionalized schooling, commonly confused with education, manipulates the aspirations of younger generations and their wider societies. Contemporary global schooling is one of the key propellers of global economic agendas geared towards producing human capital that is ‘employable’ in the future job market. The paradox of a global education agenda geared towards generating human capital employable on a job market is that most of those jobs (if at all they will be there) continue serving the very economic system that is threatening the right to life, health, culture (especially for indigenous communities) and the best interests of future generations on this planet. As young climate activists from various countries collectively argue within the framework of the United Nations Convention of the Rights of the Child, major economies are failing to protect the basic human rights of children and future generations. I suggest that the various interrelated crises evident through the key questions raised by young climate activists must be considered as part of a North–South continuum. In this paper, I reflect upon these interrelated crises by developing a decolonial childist approach to education—understood as an intergenerational relationship, implying an effort on part of present adults becoming good ancestors of the future, in the present. Such efforts require larger structural shifts which I consider by means of the four strategies I discuss building upon previous co‐reflections.

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“…However, she is often dismissed and replaced or sits idle, hoping for fitting opportunities to arise that match her ever-increasing aspirations. This reality has crystalized in the world-wide problem of schooled unemployed youth who scramble for precarious jobs (Jeffery 2005;Jeffrey et al 2010;Clemens & Biswas 2019). Research also shows how schooling alienates children from rural futures and the physical environment, contributing to a decline in their skills for resource conservation and environmental management (Abebe 2020;Biswas & Sharma forthcoming).…”

Section: Schooling Through the Decolonial Lens Of Global Epistemic (In-)justicementioning

confidence: 99%

Rights in education: outlines for a decolonial, childist reimagination of the future – commentary to Ansell and colleagues

Abebe¹,

Biswas²

2021

Fennia

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In this piece, we reflect upon a recent article published in Fennia by Ansell and colleagues. We identify and discuss aspects of learning that educational research, policies and institutions can consider, addressing the needs and subjectivities of learners and activating a politics around rights in education. Rights in education foreground the intrinsic value of learning,inviting us to realign the purpose of education with the overall purpose of life on this planet. It pursues a ‘bottom-up’ strategy for rethinking education as community formation to incorporate complex sources of knowledge and modes of knowing and becoming for children. In order to think about rights in education, we uphold an analytical distinction between schooling and education. The distinction enables us to raise some questions, reflect on them and suggest preliminary ideas for decolonial, childist strategies to envisage education, highlighting how education and the ‘future’ areintimately woven and exploring what they mean for each other and for childhood. We do so particularly by critiquing ‘western schooling’ as a mode of learning which is a conspirator of capitalism deeply rooted in philosophical racism and contributing to a global epistemological loss. Finally, we outline four strategies of moving forward with a decolonial,childist lens of reimagining education as community formation and welcome further discussions on rights in education.

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Rethinking education in times of globalization – but where to start the rethinking?

Cited by 7 publications

References 3 publications

Decolonizing Knowledge. Starting Points, Consequences and Challenges

Decolonizing Knowledge. Starting Points, Consequences and Challenges

Becoming good ancestors: A decolonial, childist approach to global intergenerational sustainability

Rights in education: outlines for a decolonial, childist reimagination of the future – commentary to Ansell and colleagues

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