Edited by Moira V. Faul, Senior Lecturer, Geneva Graduate Institute of International and Development Studies, Switzerland, and Executive Director, NORRAG

‘This important book draws together leading thinkers to provide a timely, decolonial critique of the international development and education agenda. The book moves beyond critique, however, to argue that focusing on reparation, recuperation, redress, rectification, and redistribution in education can assist us in transgressing coloniality and realising more just and sustainable futures.’

• ContentsDecolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities 1Crain Soudien and Moira V. FaulPART I RETHINKING THE ‘PROBLEM’ OF DEVELOPMENT: ENVISAGING A COMMON WORLD1 Unlearning Development: Education in the Era of Planetary Emergency 19Iveta Silova, Hikaru Komatsu and Jeremy Rappleye2 Decolonising Education Data: Theories and Prospects 43Radhika Gorur and Minoli Wijetunga3 Sustaining Disruptive Development Possibilities in the University: A Conceptual Exploration 61Crain SoudienPART II REFRAMING THE PROCESS OF DEVELOPMENT: COLLECTIVE RECUPERATION, REPARATION, RECTIFICATORY JUSTICE4 Development Education as a Methodology for Systems Transformation: What does Restorative Action and Cognitive Justice Represent? 79Catherine A. Odora Hoppers5 Reparations in the ruins of development 99Arathi Sriprakash6 Delinking Development: Material and Epistemic Justice and Caribbean Reparations 113 tavis d. jules and Nigel O.M. Brissett 7 Microfragmentos of Reparation and Reinvention: Ch’ixi Food Practices with Women and Children 137 Veronica Pacini-Ketchabaw and Cristina Delgado Vintimilla PART III REIMAGINING POSSIBILITIES FOR DEVELOPMENT AND EDUCATION 8 Sustainable Development Education: A poem 155 Vanessa Andreotti 9 Why Is Epistemic Humility Provocative? A Reflexive Story 159 Prachi Srivastava 10 How to Excavate “Good Sense” in International Educational Development: The “Middle Way” Approach to the EDU-Port Japan 179 Keita Takayama and Taeko Okitsu PART IV CONCLUSION 11 Conclusion: Reflections and Provocations on De/ colonising Development and Education 209 Kathryn Moeller

Edited by Moira V. Faul, Senior Lecturer, Geneva Graduate Institute of International and Development Studies, Switzerland, and Executive Director, NORRAG

‘This important book draws together leading thinkers to provide a timely, decolonial critique of the international development and education agenda. The book moves beyond critique, however, to argue that focusing on reparation, recuperation, redress, rectification, and redistribution in education can assist us in transgressing coloniality and realising more just and sustainable futures.’

• ContentsDecolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities 1Crain Soudien and Moira V. FaulPART I RETHINKING THE ‘PROBLEM’ OF DEVELOPMENT: ENVISAGING A COMMON WORLD1 Unlearning Development: Education in the Era of Planetary Emergency 19Iveta Silova, Hikaru Komatsu and Jeremy Rappleye2 Decolonising Education Data: Theories and Prospects 43Radhika Gorur and Minoli Wijetunga3 Sustaining Disruptive Development Possibilities in the University: A Conceptual Exploration 61Crain SoudienPART II REFRAMING THE PROCESS OF DEVELOPMENT: COLLECTIVE RECUPERATION, REPARATION, RECTIFICATORY JUSTICE4 Development Education as a Methodology for Systems Transformation: What does Restorative Action and Cognitive Justice Represent? 79Catherine A. Odora Hoppers5 Reparations in the ruins of development 99Arathi Sriprakash6 Delinking Development: Material and Epistemic Justice and Caribbean Reparations 113 tavis d. jules and Nigel O.M. Brissett 7 Microfragmentos of Reparation and Reinvention: Ch’ixi Food Practices with Women and Children 137 Veronica Pacini-Ketchabaw and Cristina Delgado Vintimilla PART III REIMAGINING POSSIBILITIES FOR DEVELOPMENT AND EDUCATION 8 Sustainable Development Education: A poem 155 Vanessa Andreotti 9 Why Is Epistemic Humility Provocative? A Reflexive Story 159 Prachi Srivastava 10 How to Excavate “Good Sense” in International Educational Development: The “Middle Way” Approach to the EDU-Port Japan 179 Keita Takayama and Taeko Okitsu PART IV CONCLUSION 11 Conclusion: Reflections and Provocations on De/ colonising Development and Education 209 Kathryn Moeller

Edited by Moira V. Faul, Senior Lecturer, Geneva Graduate Institute of International and Development Studies, Switzerland, and Executive Director, NORRAG

‘This important book draws together leading thinkers to provide a timely, decolonial critique of the international development and education agenda. The book moves beyond critique, however, to argue that focusing on reparation, recuperation, redress, rectification, and redistribution in education can assist us in transgressing coloniality and realising more just and sustainable futures.’

• ContentsDecolonising Development in Education: Rethinking, Reframing and Reimagining Possibilities 1Crain Soudien and Moira V. FaulPART I RETHINKING THE ‘PROBLEM’ OF DEVELOPMENT: ENVISAGING A COMMON WORLD1 Unlearning Development: Education in the Era of Planetary Emergency 19Iveta Silova, Hikaru Komatsu and Jeremy Rappleye2 Decolonising Education Data: Theories and Prospects 43Radhika Gorur and Minoli Wijetunga3 Sustaining Disruptive Development Possibilities in the University: A Conceptual Exploration 61Crain SoudienPART II REFRAMING THE PROCESS OF DEVELOPMENT: COLLECTIVE RECUPERATION, REPARATION, RECTIFICATORY JUSTICE4 Development Education as a Methodology for Systems Transformation: What does Restorative Action and Cognitive Justice Represent? 79Catherine A. Odora Hoppers5 Reparations in the ruins of development 99Arathi Sriprakash6 Delinking Development: Material and Epistemic Justice and Caribbean Reparations 113 tavis d. jules and Nigel O.M. Brissett 7 Microfragmentos of Reparation and Reinvention: Ch’ixi Food Practices with Women and Children 137 Veronica Pacini-Ketchabaw and Cristina Delgado Vintimilla PART III REIMAGINING POSSIBILITIES FOR DEVELOPMENT AND EDUCATION 8 Sustainable Development Education: A poem 155 Vanessa Andreotti 9 Why Is Epistemic Humility Provocative? A Reflexive Story 159 Prachi Srivastava 10 How to Excavate “Good Sense” in International Educational Development: The “Middle Way” Approach to the EDU-Port Japan 179 Keita Takayama and Taeko Okitsu PART IV CONCLUSION 11 Conclusion: Reflections and Provocations on De/ colonising Development and Education 209 Kathryn Moeller