Global Injustices of Colonial Schools: Educational Reparations and Representations of the Human

Abstract

Drawing connections between Indigenous boarding schools in North America and the expansion of colonial schooling worldwide, this chapter conceptualizes methods of re-engagement with the topic of reparations for communities who have been subjected to the consequences of colonial schooling. Models of colonial schooling instill education practices aimed at enforcing the assimilation of populations into dominant cultures while reinforcing globalized racializing hierarchies. The epistemic violence central to the conceptualization of the colonial school is a key component of this colonial technology and is reproduced within modern education systems throughout the Global South. Moving toward the interconnected articulation of reparative material and epistemic justice in education for American Indian and African American communities in the United States and post-colonial communities worldwide, the chapter aims to create openings in comparative and international education for addressing the colonial residues within modern education on local and global levels, recentering the foundational terms by which schools function and the solidarities necessary for repair.

Citation

Scherrer, B.D., Folson, B., Eugene, C.R.J., Ernst, E., Indrarajah, T., jules, t.d., Lutterman, M. and Toland*, A. (2024), "Global Injustices of Colonial Schools: Educational Reparations and Representations of the Human", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2023 (International Perspectives on Education and Society, Vol. 48), Emerald Publishing Limited, Leeds, pp. 235-248. https://doi.org/10.1108/S1479-367920240000048013