A decolonial approach to teaching global justice issues (DecoPrax)

Engaging ethically with complex global justice issues, and unpacking how these are framed, studied, and addressed, takes time. Building on the research team’s expertise in pluralistic and decolonial approaches, this project investigates – together with teachers rather than on them –the possibilities and challenges of incorporating critical and decolonial perspectives in teaching. Over four years, the project collaborated with upper secondary school teachers to explore their experiences of addressing global justice issues in classroom practice and to develop new knowledge about how a decolonial praxis can support teaching.

A key outcome of the project is a practice-oriented pedagogical resource developed over four years in collaboration with teachers from three upper secondary schools: Reflexive Praxis for Global and Environmental Justice: A Resource for Teachers. The resource includes a presentation of the project and its theoretical framework, an introduction to teaching global justice issues from a critical perspective, and a collection of activities and tools that can support teachers in their teaching.