Realising systemic justice-oriented reform in education in postcolonial contexts

Drawing on and responding to the articles in this special collection, this provocation makes the case that realising justice in education requires a focus on the processes and politics of justice-oriented reform in postcolonial, low- and middle-income counties (LMICs). In implementing reform, it is argued that it is crucial to take account of similarities and differences in context between LMICs. At the heart of reform must be a holistic, coherent and systemic approach at the level of the education system of the institution. Key priorities include reforming the curriculum, investing in educators as agents of change and developing endogenous system leadership that can drive justice-oriented reform. Here, however, it is necessary to engage with the politics of justice-oriented reform, including challenging global, neoliberal agendas, democratising the governance of education and engaging with popular struggles for social, epistemic, transitional and environmental justice.

Key messages
-Justice-oriented reform is necessary to achieve just and sustainable futures.
-It is important to take account of similarities and differences in context.
-A coherent and system-wide approach is required.
-Key priorities include reforming the curriculum, investing in educators and developing endogenous, system leadership.
-Justice-oriented reform is contested by neoliberal, global agendas and by elite interests
-It is crucial to challenge Northern-led global agendas, democratise the governance of education and link reform to local struggles for justice.