CIES 2017 is honored to feature a Presidential Highlighted Session titled Contesting coloniality: Re-thinking knowledge production and circulation in the field of Comparative and International Education. The session will be moderated by Keita Takayama (University of New England, Australia) and is based off papers that will be included in the special number of Comparative Education Review (slated for publication in May 2017). It aims to initiate dialogue about the active colonial legacies within the field of Comparative and International Education, and to show ways of working beyond them.
More specifically, the papers offer a different way for comparativists to relate to the Rest of the world. They show how the Rest can be conceptualized as a source of radical difference and a basis for confronting the active legacy of colonialism that constraints our imagination about pedagogy, policy and research. In particular, South American decolonial literature provides the central intellectual resource for their critical appraisals of educational knowledge, policy and practice. It allows them to understand modernity and education from outside the modern Euro-American framework of interpretation. The papers, taken together, invite readers to reflect deeply upon the politics and ethics of our field and to engage with the different theories, tools and histories informed by the expanding decolonial, postcolonial and southern theory scholarship.
The first paper is titled Interrupting the Coloniality of Knowledge Production in Comparative Education: Post-Socialist and Post-Colonial Dialogues after the Cold War and will be presented by Iveta Silova (Professor and Director of the Center for the Advanced Studies in Global Education at Mary Lou Fulton Teachers College at Arizona State University), Zsuzsa Millei (Senior Research Fellow at the Institute for Advanced Social Research at the University of Tampere, Finland) and Nelli Piattoeva (Senior Lecturer in education sciences at the School of Education, University of Tampere). This will be followed by a paper from Riyad A. Shahjahan (Assistant Professor of Higher, Adult, & Lifelong Education Michigan State University) and Gerardo Blanco Ramírez (Assistant Professor of Higher Education, University of Massachusetts Boston) titled, Attempting to imagine the unimaginable: a decolonial reading of global university rankings (GURs). The final paper, from Shenila Khoja-Moolji (Postdoctoral Fellow, University of Pennsylvania) is titled Pedagogical (Re)Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in Pakistan.