Decolonising Lifelong Learning in the Age of Transnational Migration examines how colonialism has shaped migration and migrants’ transnational learning experiences. With the development of modern transportation and advanced communication technologies, migration has shifted from international to transnational, characterised by the multiple and circular migration across transnational spaces of migrants who maintain close contact with their country of origin.

The book interrogates the colonial assumptions and Eurocentric tendencies influencing the current ideological moorings of lifelong learning theories, policies, and practices in the age of transnational migration. It calls for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism as normative processes of knowledge accumulation. This volume cover a wide range of topics, including:

• Theorising decolonisation in lifelong learning and transnational migration

• Decolonising racism, sexism, and settler colonialism

• Decolonising knowledge production and recognition

• Decolonising the life course

• Decolonising lifelong learning policies

• Decolonising pedagogic and curricular approaches to lifelong learning

Overall, the chapters represent the collective efforts of the contributors in attempting to decolonise lifelong learning in the age of transnational migration. This book was originally published as a special issue of the International Journal of Lifelong Education.

Decolonising Lifelong Learning in the Age of Transnational Migration examines how colonialism has shaped migration and migrants’ transnational learning experiences. With the development of modern transportation and advanced communication technologies, migration has shifted from international to transnational, characterised by the multiple and circular migration across transnational spaces of migrants who maintain close contact with their country of origin.

The book interrogates the colonial assumptions and Eurocentric tendencies influencing the current ideological moorings of lifelong learning theories, policies, and practices in the age of transnational migration. It calls for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism as normative processes of knowledge accumulation. This volume cover a wide range of topics, including:

• Theorising decolonisation in lifelong learning and transnational migration

• Decolonising racism, sexism, and settler colonialism

• Decolonising knowledge production and recognition

• Decolonising the life course

• Decolonising lifelong learning policies

• Decolonising pedagogic and curricular approaches to lifelong learning

Overall, the chapters represent the collective efforts of the contributors in attempting to decolonise lifelong learning in the age of transnational migration. This book was originally published as a special issue of the International Journal of Lifelong Education.

Decolonising Lifelong Learning in the Age of Transnational Migration examines how colonialism has shaped migration and migrants’ transnational learning experiences. With the development of modern transportation and advanced communication technologies, migration has shifted from international to transnational, characterised by the multiple and circular migration across transnational spaces of migrants who maintain close contact with their country of origin.

The book interrogates the colonial assumptions and Eurocentric tendencies influencing the current ideological moorings of lifelong learning theories, policies, and practices in the age of transnational migration. It calls for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism as normative processes of knowledge accumulation. This volume cover a wide range of topics, including:

• Theorising decolonisation in lifelong learning and transnational migration

• Decolonising racism, sexism, and settler colonialism

• Decolonising knowledge production and recognition

• Decolonising the life course

• Decolonising lifelong learning policies

• Decolonising pedagogic and curricular approaches to lifelong learning

Overall, the chapters represent the collective efforts of the contributors in attempting to decolonise lifelong learning in the age of transnational migration. This book was originally published as a special issue of the International Journal of Lifelong Education.