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Due to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education.
The complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.
This insightful book delves into the critical importance of transforming educational relationships as a means to challenge coloniality within education. Rather than shying away from the intricate complexities and inevitable dissonances that arise in collective change efforts, this book treats them as catalysts for deepened learning and expanded accountability. It refrains from offering simplistic solutions or universal remedies, and instead equips educators with valuable frameworks, tools, and thought-provoking questions to identify and interrupt ongoing colonial dynamics within mainstream educational institutions. By doing so, it offers an important gesture toward how we might learn to live together differently.
fatima Pirbhai-Illich is Professor of Language and Literacy Education at Regina University, Canada.
Frances Martin is Honorary Research Fellow at the School of Education, University of Exeter, UK.
Shauneen Pete is the Chair of Emerging Indigenous Scholars Circle and a Faculty member in the College of Interdisciplinary Studies at Royal Roads University, Canada.
Foreword; Jerome Cranston
Section 1. Introduction
Chapter 1. Introduction
Chapter 2. Theoretical foundations
Section 2. Identifying the issues
Chapter 3. Whiteness, decentering whiteness and teacher ontologies
Chapter 4. Race and racism in education
Section 3. Working towards de/colonizing educational relationships
Chapter 5. Spirituality and relationality
Chapter 6. Invitation and hospitality
Chapter 7. Spaces, places and boundaries
Section 4. An imaginary for de/colonizing educational relationships
Chapter 8. De/colonizing research and scholarship
Chapter 9. Bringing it all together