Comparative Education and (De)Colonial Entanglements: Towards More Sustainable and Equitable Learning Futures

The last several decades have seen a global resurgence of academic engagement with decolonial, postcolonial, anti-colonial, and southern scholarship as way to confront the persisting modern/colonial legacies in education. This special issue brings together collection nine articles critically interrogate (de)colonial entanglements comparative education by addressing three questions. Who benefits from who is punished colonial knowledge production education? How can professionals scholars field generate more sustainable just (trans)local multilingual research practices that act epistemic disobedience against coloniality? might we learn this uncertain time construct new genres extend beyond Western logic? challenge current preoccupation many researchers, educators, policy-makers trends – student achievement tests, competitive league tables, ranking exercises, “best practices”– inviting researchers articulate antisexist, antiracist, regenerative alternatives recognize interdependence people, place, planet, well importance cultural change. Collectively, aims at creating space for welcoming critical creative radically reimagine ultimately transform equitable futures.