Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? examines the current state of the field of comparative and international education (CIE) by addressing colonial and Eurocentric structures and advancing a decolonial approach. The chapters integrate frameworks from indigenous epistemologies, racial capitalism, and pluriverse thinking to question and reimagine existing paradigms in CIE.
This edited volume interrogates the level of coloniality and racial capitalism present in modern analyses of CIE. As such, the chapter authors unpack questions such as: Is CIE as a field too white? Are its theories and methodologies still too Eurocentric? How do we treat others as we study them? How do we accommodate differences, and how is inclusion dealt with? How might new epistemologies, ontologies, and axiologies help us decolonize the field?
Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? is valuable for academics in CIE and related fields, practitioners interested in decoloniality in education, administrators and policymakers in higher education, and graduate students in CIE, higher education, and educational leadership. It offers insights into current discussions on decoloniality and education, helping these groups understand and navigate the complexities of these themes in educational contexts.
The Cultural Turn in Comparative and International Education:
Decolonizing the Field in an Era of Post-Humanist Pluriverse Thinking and
Racial Capitalism; tavis d. jules and Florin D. Salajan
Chapter
1. The Diffracted Wave in Comparative and International Educations
Cinematic Spaces and Ourselves: Toward Pluriversal Thinking and New
Conversations; Winne Wong, Anna Becker, and Cathryn Magno
Chapter
2. Playing Colonialism in the Classroom: A New Facet of the
Epistemological Legacy of Colonialism?; Max Crumley-Effinger and Yver Alonso
Melchor Hernández
Chapter
3. Beyond Coloniality: Embracing Critical Whiteness,
Co-conspiratorship and Racial Literacy in Comparative and International
Education; Amy C. Nelson Christensen and tavis d. jules
Chapter
4. Pedagogies of Refusal in International Development and Education;
Mariam Rashid and Ann Wilthew
Chapter
5. An etalanoa of the Comparative and International Education
Research Field: Relational vdecoloniality in Oceania; Tepora Wright, David
Taufui Mikato Faavae, Ben Levy, Emma Packham, Katie Arihia Virtue, and
Dassia Watkins-Matavalea
Chapter
6. Academic Freedom and Decoloniality: Reconciling the Seemingly
Irreconcilable; Irving Epstein
Chapter
7. The EU-as-empire Logic in the EUs Higher Education Policy:
Normative Imperialism, Soft Colonization or Genuine Co-equal Partnerships?;
Florin D. Salajan
Chapter
8. Alternative Worlds Are Possible: Educational Decolonization and
Open Reparative Futures; Chevy Eugune and tavis d. jules
Chapter
9. Decolonial Haunting of Education in Modern Africa: Epistemic
Opacities in the Wake of Colonial Schooling; Benjamin Scherrer, Maguette
Diame, and Bara Mbengue
Chapter
10. Beyond Decoloniality: Embracing a Third-space of Interculturality
in Higher Education; Yujun Xu
Beyond Conclusions: Decolonizing Comparative and International Education
Toward Pluriversal Futures; Benjamin Scherrer and Anna Becker
tavis d. jules is a Full Professor in Cultural and Educational Policy & International Higher Education at Loyola University Chicago, USA.
Florin D. Salajan is Professor in the School of Education at North Dakota State University, Fargo, USA.
Anna Becker is a Marie Skodowska-Curie Fellow & Assistant Professor in Linguistics at the Polish Academy of Sciences, Poland.
Benjamin Scherrer is Assistant Professor of Education at the City University of New York (CUNY) Lehman College, USA.
