Abstract
Diversity is one of the defining features a contemporary global society. Various ideas, cultures, people of all backgrounds – not least intersectionality of religion, gender, (dis)ability, ethnicity, migration background, and skin colour define many societies. Unfortunately, the asymmetrical power structures embedded in social institutions favour certain group of people and marginalise and exclude the others. Education is one of the key social institutions, which can contribute to a more just and equitable society if designed and implemented with consciousness of achieving equity for all. Unfortunately, marginalisation of different groups of people is pervasive in global education landscape. From pastoral children in Ethiopia to Dalits in India to Roma, refugees, and immigrants from non-Western countries in most Western countries to refugees and asylum-seekers in several transition countries in the so-called Global South countries to Aboriginals and First Nation People in Australia to Māori in New Zealand to Indigenous people in Canada to African Americans and other racialised groups in the US and similar “Othered” groups in various contexts are subject to marginalisation and underrepresentation in and through education systems. The global nature of this pervasive challenge necessitates a global solution. The paper aims at suggesting possible solutions this global challenge by addressing a research question: How to fight marginalisation processes through provision of sustainable equitable pedagogies in the world? I employ a systematic review of literature to address the research question and suggest “Global Master of Pedagogy of the Others” to be offered by universities across the world.
Presenters
Juhar AbamosaAssociate Professor, Pedagogy, Inland Norway University of Applied Sciences, Norway
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
DIVERSITY, MARGINALISATION, OTHERING, SUSTAINABLE, EQUITY
