Un/Doing Justice-Oriented Education Practice in the Global Landscape: Introduction to the Special Issue
Un/Doing Justice-Oriented Education Practice in the Global Landscape: Introduction to the Special Issue

Summary/Abstract: Educational visions of antiracist, intersectional, decolonial and liberatory work are often extolled as foundational to justice-oriented praxis in a global landscape of shared existential challenges. However, institutions, communities and practitioners who celebrate this orientation in their day-to-day work are often situated within dynamics perpetuated by neoliberal foundations and epistemologies inherited from European colonial structures, including the colonialities of being/power/truth/ freedom (Wynter, 2003), capitalist notions of progress, profit and private ownership, institutionalised racism, unequal resource distribution and stratification. Furthermore, these issues have both global and local implications, and some of the unique regional manifestations of justice-oriented education are also stratified in the global knowledge economy. Across the various topics we address, this special issue carries the assumption that frameworks of thought and practice at work in educational systems worldwide are grounded in contemporary manifestations of European colonial values, continuously challenging and impeding educational visions that are oriented towards justice.

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