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

Arathi Sriprakash, Leon Tikly, Sharon Walker

Research output: Contribution to journalArticle (Academic Journal)peer-review

23 Citations (Scopus)
434 Downloads (Pure)


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.
Original languageEnglish
Pages (from-to)676-692
JournalCompare: A Journal of Comparative and International Education
Issue number5
Early online date22 Jan 2019
Publication statusE-pub ahead of print - 22 Jan 2019

Structured keywords

  • SoE Centre for Comparative and International Research in Education
  • SoE Centre for Higher Education Transformations


  • Racism
  • colonialism
  • global development
  • sustainable development goals


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