Abstract
This chapter problematizes ‘how’ education is fulfilling the goal of ‘development’, with development as theoretically leading towards socio-environmental peace, sustainability and bettering peoples’ livelihood. ‘Development’ is not universal but rather contextual, fluid and historic, forming a contested terrain of benefiting some and negatively affecting others (too frequently the latter is a vast majority). I will deconstruct how framings of ‘development’ dictates ‘who’ benefits through critical analysis of dominant and peripheral knowledge systems, ways of knowing (i.e., epistemologies), and constructs of modernities. Development also has the additional aspect of its impact on the rest of Earth, beyond the anthropocentric sphere, so ‘who’ is ‘negatively affected’ will also include nature outside of humans in grounding planetary sustainability within ‘development’. Framings of ecopedagogy (critical, Freirean environmental pedagogies) will be utilized to deconstruct development as environmental violence as inseparable with social violence and either coincides or conflicts with planetary sustainability. Problematizing these issues will be through framings of knowledge socialism; globalizations that either helps sustain neocoloniality by singularizing ‘development’ from the West or, opposingly, de-coloniality; and citizenships forming a contested terrain that helps strengthen local to global solidarity or diminishes solidarity by othering the ‘non-citizen’. The chapter concludes on how these topics counter or strengthen post-truthism.
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Notes
- 1.
Globalizations, plural to indicate the processes of globalization forming contested terrains of conflictive roles leading towards in/justice or un/sustainability (similar to other pluralized terms in this chapter) (Torres 2009a, 1999; Kellner 2002), result contextually in either development or de-development.
- 2.
The term ‘we’ here, with myself included, are pedagogical scholars which will be indicated specially throughout this chapter; with other references to ‘we’ as human beings overall.
- 3.
(1) Freedom Is Emancipation, Not Tutelage, (2) Anti-Hegemonic Globalization, (3) Defence of the Public Good in Higher Education, (4) In Defence of the Democratic State, (5) Planetarian Multicultural Citizenship.
- 4.
An obvious question would be if this holds true 15 years later, especially after the ‘Arab Spring’.
- 5.
It is worthwhile to note that Harvey problematizes a Saint Simon and Marx’s argument..
- 6.
See https://www.youtube.com/watch?v=fFD7eZJ5Tyo. Accessed 1 September 2020.
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Misiaszek, G.W. (2020). Locating and Diversifying Modernity: Deconstructing Knowledges to Counter Development for a Few. In: Peters, M.A., Besley, T., Jandrić, P., Zhu, X. (eds) Knowledge Socialism. East-West Dialogues in Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-13-8126-3_13
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