There is much to celebrate about the liberal-progressive approach championed by New Zealand, which continues to be a prized feature of New Zealand education. Many liberal-progressive practices developed in New Zealand and contextualised for New Zealand students that sought to expand and enrich education were borrowed from Native Schools, Maori…

The notion of decolonisation implies the existence of a territory, entity, structure, or system which has previously been colonised by exogenous forces and thus needs to be liberated. In most African countries, the discourses of decolonisation of higher education emanate from the shared experience of imposed European colonisation that perpetuated…

This article problematises the concept of 'resilience', and the globalised power dynamics which lie behind a narrative of overcoming adversity in the context of Palestinian Theatre. By exploring the work of ASHTAR, specifically focusing on the artist Iman Aoun, this paper examines the lack of political and practical solidarity revealed in…

Perhaps one of the most scathing critiques on school leadership and management literature in Africa is its reliance on western models that do not quite fit the context, hence a lack of relevance. In this article I present a postcolonial reading of the representation of school leadership and management literature in Africa. The analysis suggests…

One of the key facets of educational globalisation has been the increasing diffusion of learning programmes based on 'Western' principles, whether this is in the context of school curriculum frameworks, educational policy, or standalone 'international education programmes' (Casinader, Culture, transnational education and thinking: Case studies in…

Constructive alignment as a way of framing curriculum has wide appeal in many tertiary education contexts. At one Pacific regional tertiary institution, it has recently been embraced as a means toward greater program quality. Its unquestioned acceptance, however, raises the need for critical reflection. This reflection critiques constructive…

Extant research reveals time in nature is causally associated with children's health and well-being, including a child's intra and interpersonal skills, socioemotional growth, physiological function, and cognitive development. In today's neoliberal and COVID-19 era, nature-based solutions, alongside a broader outdoor and experiential learning…

This article uses feminist perspectives on decoloniality as a lens for analysing selected poems from Francine Simon's début collection, Thungachi (2017). Simon is a South African Indian woman poet from Durban, raised by Catholic parents of Tamil linguistic heritage. Her poetry collection, while feminist and experimental, deeply captures the…

The world is changing, but political and educational institutions appears to be stuck in the 19th century. Modern policy and education are both premised on an Enlightenment assumption of the human, rational, individual subject. Increasingly, elements of these philosophical premises are being interrogated. The critique emerges from the…

Indigenous academics are often faced with a balancing act between the danger and risk of critiquing the institutions within which they reside, and the duty or obligation they feel to do so. As Indigenous Maori academics located within three different business schools across Aotearoa New Zealand, our work in both research and teaching is often…

This article unpacks and critiques the scholarship of Elizabeth Rata on the politics of knowledge in education. Rata represents a widespread, though covert, influence within the global academy of an imperialist form of philosophical universalisn, which has particular significance for Aotearoa New Zealand due to her vocal opposition to Kaupapa…

This "in process" Conclusion to the Special Issue (SI) "Global politics of knowledge production in EER: 'New' theory and North-South representations" (The Journal of Environmental Education) aims to highlight relevant issues and acknowledged limitations and silences from the sample of critiques presented in the SI, all built…

This paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as…

This reflection draws on a non Indigenous educators' first four years of practice in Arnhem Land, to reflect on the varying perspectives that surround Indigenous education, specifically in literacy. Tensions are described between the challenge of finding rigorous and effective literacy pedagogies, while problematising the notions of…

This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007; Mignolo, 2003). I discuss the…