Decolonising Education in Emergencies

The Decolonising Education in Emergencies reading group aims to examine issues of power, knowledge and justice as they relate to the intersections of education, humanitarianism and decolonality. The group will meet online for four consecutive weeks in February and is open to educators, academic researchers and aid practitioners through advance registration. Sessions will be facilitated collaboratively by members of the organising institutions, and will include researchers from Cambridge and Seoul National University.

February 2, 10:00 GMT: Setting the Stage

Cardozo, M. L., & Novelli, M. (2018). Education in Emergencies: Tracing the Emergence of a Field. Global Education Policy and International Development: New Agendas, Issues and Policies, 233.

Excerpts from Mignolo, W. D., & Walsh, C. E. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press.

February 9, 10:00 GMT: Education and Decolonisation

Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education, and Society, 4(1), 21–40.

Mackinlay, E., & Barney, K. (2014). Unknown and unknowing possibilities: Transformative learning, social justice, and decolonizing pedagogy in indigenous Australian studies. Journal of Transformative Education, 12(1), 54–73.

Tejeda, C., M. Espinoza, and K. and Gutierrez. 2003. Toward a Decolonising Pedagogy: Social Justice Reconsidered. In Pedagogies of Difference: Rethinking Education for Social Justice, edited by P. Trifonas, 10–40. New York: Routledge Falmer.

February 16, 10:00 GMT: Education and Humanitarianism

Burde, D. (2015). Schools for Conflict or for Peace in Afghanistan. New York: Columbia Uni Press. Chapters 2 & 3.

Donini, A. (2010). The far side: The meta functions of humanitarianism in a globalised world. Disasters, 34, S220–S237.

Skinner, R., & Lester, A. (2012). Humanitarianism and empire: New research agendas. The Journal of Imperial and Commonwealth History, 40(5), 729–747.

Feruary 23, 10:00 GMT: Power, Politics and Knowledges in Education in Emergencies

Brun, C., & Shuayb, M. (2020). Education in Emergencies: Five critical points for shifting the power. The Centre for Lebanese Studies. https://lebanesestudies.com/education-in-emergencies-at-20-five-critical-points-for-shifting-the-power/

Burde, D. (2007). Response Paper: Empower or Control? Education in Emergencies and Global Governance. Current Issues in Comparative Education, 9(2), 55–64.

Cremin, H., Aryoubi, H., Hajir, B., Kurian, N., and Salem, B. (Forthcoming). Post-abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field.

Registration is closed for this event as the reading group has finished