Education, Knowledge and the Righting of Wrongs

Vanessa de Oliveira (Andreotti)


In this paper, I present four metaphors or narratives that unapologetically raise “a thousand questions” about education and do not provide any clear cut answers. My intention is to raise the stakes in our collective struggle with the joys, challenges and dilemmas involved in enacting education beyond historical patterns that have cultivated unsustainable and harmful forms of collective relationships and have limited human possibilities for imagining (and doing) otherwise. My own focus in this paper is concerned particularly with the urgency of imagining education in ways that can pluralize possibilities for relationships in the present with a view of pluralizing possibilities for collective futures (Nandy, 2000) that may enable a “non- coercive relationship with the excluded ‘Other’ of Western humanism” (Gandhi, 1998, p. 39).


modernity; knowledge; humanity; justice

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