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



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Biografía del autor/a

Gustavo E. Fischman, Universidad de Arizona

Gustavo E. Fischman is professor of educational policy and comparative education and Director of Scholarly Communications at the Mary Lou Fulton Teachers College, Arizona State University. His research explores issues about Open Science; scholarly communications; global citizenship education, and sustainability.

Contact details: E-mail: Fischman@asu.edu

Número de orcid: http://orcid.org/0000-0003-3853-9856

Iveta Silova, Universidad de Arizona

Iveta Silova is professor and Associate Dean of Global Engagement at Mary Lou Fulton Teachers College at Arizona State University. Her research explores the intersections of postsocialist, decolonial, and ecofeminist perspectives in envisioning education beyond the Western horizon. Her recent research has focused on environmental sustainability.

Contact details: E-mail: Iveta.Silova@asu.edu

Número de orcid http://orcid.org/0000-0002-8897-8016


Common Worlds Research Collective. (2020). Learning to become with the world: Education for future survival. Education Research and Foresight Working Paper No. 28. UNESCO.

Fischman, G., Amrein-Beardsley, A., & McBride-Schreiner, S. (2022). Education research is still the hardest science: A proposal for improving its trustworthiness and usability. F1000Research, 11(230), 230. https://doi.org/10.12688/f1000research.109700.1

Liboiron, M. (2021). Pollution is colonialism. Duke University Press. https://doi.org/10.1215/9781478021445

Martusewicz, R. A. (2018). EcoJustice for teacher education policy and practice: The way of love. Issues in Teacher Education, 27(2), 17–35.

Silova, I. (2021). Facing the Anthropocene: Comparative education as sympoiesis. Comparative Education Review, 65(4), 587-616. https://doi.org/10.1086/716664

Stengers, I. (2011). Comparison as a matter of concern. Common Knowledge 17, 48–63. https://doi.org/10.1215/0961754X-2010-035




Cómo citar

Fischman, G. E. ., & Silova, I. . (2023). Editorial: Comparative Education and (De)Colonial Entanglements: Towards More Sustainable and Equitable Learning Futures. Revista Española De Educación Comparada, (43), 20–28. https://doi.org/10.5944/reec.43.2023.37727



MONOGRÁFICO: Postcolonialismo y educación