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

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The erasures of racism in education and international development : re-reading the ‘global learning crisis’. / Sriprakash, Arathi; Tikly, Leon; Walker, Sharon.

In: Compare: A Journal of Comparative and International Education, 22.01.2019.

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Sriprakash, Arathi ; Tikly, Leon ; Walker, Sharon. / The erasures of racism in education and international development : re-reading the ‘global learning crisis’. In: Compare: A Journal of Comparative and International Education. 2019.

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@article{fbb64675cac84501aac6d33c37030b4f,
title = "The erasures of racism in education and international development: re-reading the ‘global learning crisis’",
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.",
keywords = "Racism, colonialism, global development, sustainable development goals",
author = "Arathi Sriprakash and Leon Tikly and Sharon Walker",
year = "2019",
month = "1",
day = "22",
doi = "10.1080/03057925.2018.1559040",
language = "English",
journal = "Compare: A Journal of Comparative and International Education",
issn = "0305-7925",
publisher = "Taylor & Francis Group",

}

RIS - suitable for import to EndNote

TY - JOUR

T1 - The erasures of racism in education and international development

T2 - re-reading the ‘global learning crisis’

AU - Sriprakash, Arathi

AU - Tikly, Leon

AU - Walker, Sharon

PY - 2019/1/22

Y1 - 2019/1/22

N2 - 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.

AB - 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.

KW - Racism

KW - colonialism

KW - global development

KW - sustainable development goals

U2 - 10.1080/03057925.2018.1559040

DO - 10.1080/03057925.2018.1559040

M3 - Article

JO - Compare: A Journal of Comparative and International Education

JF - Compare: A Journal of Comparative and International Education

SN - 0305-7925

ER -