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The erasures of racism in education and international development: re-reading the ‘global learning crisis’

Research output: Contribution to journalArticle

Original languageEnglish
Number of pages14
JournalCompare: A Journal of Comparative and International Education
Early online date22 Jan 2019
DOIs
DateAccepted/In press - 5 Dec 2018
DateE-pub ahead of print (current) - 22 Jan 2019

Abstract

Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research, often in favour of colour-blind and technocratic approaches to ‘development’. This not only ignores the sector’s historical links to systems of racial domination, but also the current ways in which the field is implicated in producing unequal outcomes along racial lines. The authors present a re-reading of the ‘global learning crisis’ – as the dominant discourse of contemporary educational development – to demonstrate how the framing of the ‘crisis’ and the responses it engenders and legitimises operate as a ‘racial project’. The paper offers theoretical and methodological resources with which to interrogate the field’s entanglements in systems of racial domination and challenge its erasures of racism.

    Research areas

  • Racism, colonialism, global development, sustainable development goals

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at https://www.tandfonline.com/doi/full/10.1080/03057925.2018.1559040 . Please refer to any applicable terms of use of the publisher.

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