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Why Comparative and Decolonial Studies in Philosophy of Education?

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Comparative and Decolonial Studies in Philosophy of Education

Abstract

In the day-to-day routines of education, teachers are often left with the impression that the challenges they face are permanent and universal, yet a remarkable diversity of contexts and approaches—some of which may embody solutions—is among the most common findings to arise from studies in international-comparative education.

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  1. Faculty of Education, Western Norway University of Applied Sciences, Bergen, Norway

    David G. Hebert

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  1. Faculty of Education, Western Norway University of Applied Sciences, Bergen, Norway

    David G. Hebert

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Hebert, D.G. (2023). Why Comparative and Decolonial Studies in Philosophy of Education?. In: Hebert, D.G. (eds) Comparative and Decolonial Studies in Philosophy of Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-0139-5_1

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  • DOI: https://doi.org/10.1007/978-981-99-0139-5_1

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