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Beyond Higher Education as We Know it: Gesturing Towards Decolonial Horizons of Possibility

Studies in Philosophy and Education 38 (2):143-161 (2018)

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Towards a More Just Canadian Education-migration System: International Student Mobility in Crisis.Lisa Ruth Brunner - 2022 - Studies in Social Justice 16 (1):78-102.details Education-migration, or the multi-step recruitment and retention of international students as immigrants, is an increasingly important component of both higher education and so-called highly-skilled migration. This is particularly true in Canada, a country portrayed as a model for highly-skilled migration and supportive of international student mobility. However, education-migration remains under-analyzed from a social justice perspective. Using a mobility justice framework, this paper considers COVID-19’s impact on Canada’s education-migration system at four scales: individuals, education institutions, state immigration regimes, and planetary geoecologies. (...) Download Export citation Bookmark 1 citation
Reef pedagogy: A narrative of vitality, intra-dependence, and haunting.Robin A. Bellingham - 2022 - Educational Philosophy and Theory 54 (9):1408-1418.details This article is a reexamination of the author’s understanding of pedagogy, aimed at developing an increased awareness of the provinciality, limits and blind spots of the pedagogy and knowledge systems of colonial modernity. It engages with particular Indigenous epistemological theorisations of non-human agency, with Haraway’s notion of multispecies entanglement, and with the Australian Great Barrier Reef in an inquiry aimed at noticing absences and hauntings of pedagogies of modernity, including the absence of ways of knowing and being without separability and (...) Download Export citation Bookmark
From “education for sustainable development” to “education for the end of the world as we know it”.Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková - 2022 - Educational Philosophy and Theory 54 (3):274-287.details In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we know it.” We contend that the predicament (...) Download Export citation Bookmark 6 citations
Can agroecology and CRISPR mix? The politics of complementarity and moving toward technology sovereignty.Maywa Montenegro de Wit - 2022 - Agriculture and Human Values 39 (2):733-755.details Can gene editing and agroecology be complementary? Various formulations of this question now animate debates over the future of food systems, including in the UN Committee on World Food Security and at the UN Food Systems Summit. Previous analyses have discussed the risks of gene editing for agroecosystems, smallholders, and the concentration of wealth by and for agro-industry. This paper takes a different approach, unpacking the epistemic, socioeconomic, and ontological politics inherent in complementarity. I ask: How is complementarity understood? Who (...) Download Export citation Bookmark 3 citations
Constructing Universities for Democracy.Sigurður Kristinsson - 2023 - Studies in Philosophy and Education 42 (2):181-200.details Universities can sharpen their commitment to democracy through institutional change. This might be resisted by a traditional understanding of universities. The question arises whether universities have defining purposes that demarcate possible university policy, strategic planning, and priority setting. These are significant questions because while universities are among our most stable long-term institutions, there is little consensus on what they are, what they are for, and what makes them valuable. This paper argues that universities can in fact be organized around a (...) Download Export citation Bookmark

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