Globalizations (Lehti)

Minoia, P. (Toimittaja (editor)), José Castro-Sotomayor (Toimittaja (editor))

Aktiviteetti: Julkaisun vertaisarvioinnin ja toimituksellisen työn tyypit › Erikoisnumeron toimittaja

Kuvaus

Special issue: Education and Socio-environmental Justice in the Pluriverse

Aikajakso	2020 → 2021
Julkaisun tyyppi	Lehti
Issn	1474-7731
Tunnustuksen arvo	Kansainvälinen

Asiakirjat ja linkit

A lack of involvement of indigenous and other alternative forms of knowledges persists in most national education plans, confining the notion of quality of education within the western ideology of modernization. The comprehensive development project manifested in the Sustainable Development Goals (SDGs) proposes through the SDG4 an overall engagement on “quality education for all.” The SGD4 endeavors to support social justice by promoting equal access to education for the most deprived groups; however, it does not acknowledge ontological and epistemic diversity around the world and the need to support alternative ways to learn and produce knowledge. Neither does SDG4 contain any reference to the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) adopted in 2007, although the role of education to achieve social and environmental justice is not new. At the institutional and international level, the debate around education has become central in the post-2015 development agenda (McCowan, 2016), drawing attention to education institutions such as intercultural universities. Therefore, the implementation of the UNDRIP in consonant with SGD4 goals particularly regarding education needs more scrutiny. Moreover, within the territorial turn, education engenders and sustains projects with the potential to resist structural socio-environmental injustices and move toward more regenerative futures. In line with these aims, this Special Issue aims to advance a radical project on intercultural education that reflects the principles of relationality among lands, beings, and knowledges (Mignolo and Walsh 2018) linked to distinctive territorial realities embedded in social, political and ecological contexts. Questions contributors could address in their submissions include but are not limited to: How does pluriversal education foster socioenvironmental justice? How to shift paradigms of education, development, and globalization towards a broader, more inclusive pluriverse? How does an education otherwise look like? What are the effects of educational policies and institutions on hampering or promoting indigenous cosmologies, languages, and ways of knowledge production? Does a decolonial/postcolonial intercultural education contributes to the idea of global citizenship education? How? How do discourses of multiculturality and interculturality coalesce in education process and institutions at primary, secondary, and higher education levels? What is the role of intercultural bilingual education in the recognition and revitalization of ecological and cultural knowledge of indigenous people and nations in formal education? To what extent the formation of individual indigenous professionals contributes to preparing students in intercultural universities? Is it possible to promote sustainable development from a pluriverse perspective? How are interculturality, autonomy, and self-determination articulated at the intersection of human rights and development? What kind of pluriversal education emerges from this intersection? What are the effects of “internationalizing education” on the design, development, and implementation of intercultural curriculums? How do epistemological pluralism, indigeneity, and territory interact to advance pluriversal education? How does pluriversal education contribute to territorializing strategies? How does pluriversal education is articulated with notions of plurinationalism? What are the possible consequences of this articulation? Does “folklore” play a role on promoting pluriversal education? If so, how to avoid reducing pluriversal education to frames of cultural heritage and preservation? How does the convergence of media technologies, industry, and markets, among other factors, alter the creation, production, distribution, and consumption of Indigenous knowledges? How do state-based international organizations re-center of indigenous peoples’ knowledge and experiences, political rights and capacities to decolonize education? How can indigenous decolonial pedagogical experiences inform changes education policy in non-Indigenous contexts?