Fires raged around the world last year, a symptom of human-induced climate change and, in France, of anger at the unlawful killing of a French teenager of Algerian descent. Climate change and structural racism stem from extractive and exploitative capitalist/colonial ideologies, which emerged from Europe and continue to fuel unsustainable beliefs and practices in Europe and around the world. Education offers hope for learning our way out of current crises, but is also heavily implicated in unsustainable beliefs and practices. Acknowledging injustice in education and acting to improve educational equity are necessary for transformation in education and for realizing the potential of education to catalyze change in wider society.
In this working group, participants explore research-based understandings of education and decoloniality in relation to education for sustainable futures, exchange critical reflections with colleagues from across Europe, and develop action strategies for their own contexts of practice.
Learning objectives
- Critically consider connections between coloniality/decoloniality and sustainability/unsustainability
- Explore how decoloniality in education supports educational equity and transformation
- Develop and test practical strategies for decoloniality in your context
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Students mustMark as done
This game provides a practical and playful means to explore global inequalities in relation to people, C02 footprints, access to basic resources and services. It is a powerful impulse to lead into discussions around the ongoing impacts of European colonisation. You can also use chocolate!
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Students mustMark as done
In this video, Europeans discuss their diverse identities. What connections do you see between social diversity in Europe and sustainability?
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Students mustMark as done
What subjects do you teach, e.g., mathematics, micro-biology, literature?
· What knowledge is included?
· Which people are presented as the creators of that knowledge?
· What perspectives are missing?
How can you make your curriculum more diverse and inclusive and foster students' critical awareness of historical imbalances?
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Students mustMark as done
You can look at these resources before or after the webinar.
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