GCE youth and students have gained and unpacked perspectives on decolonizing education financing and systems through various decolonial convenings and intergenerational spaces in the past three years.
There are 4 main recommendations to policymakers and education stakeholders as a result of these conversations:
- Recognition of and clear acknowledgment that colonization in education has taken place;
- Curriculum reform for more inclusive and indigenous education curricula;
- Allocation of funds to youth initiatives towards decolonizing education, in the form of grants and other financial support to youth organizations championing the fight for decolonized education financing; and
- A national review of education policies to create further recommendations on decolonizing education systems and education financing.
The legacy of colonization
Decolonizing education is not a new concept for young people who are living with the long-term consequences and legacies of colonization. However, deconstructing these legacies remains to be discussed within the Global Campaign for Education (GCE) and globally. What does decolonizing education mean? Theoretically and in praxis?
During the 2022 GCE youth caucus, the GCE youth and students expressed that the shared understanding across their constituency is that colonization was designed as an oppressive tool and finds itself within all fibers of how a society functions.
It is also understood that, despite generations having passed since the end of formal iterations of colonization, the legacies and impacts of this corrupt tool still exist today and are disproportionately more viscerally experienced by previously colonized peoples. It is a shared understanding across the movement that our decolonial agenda includes:
- Consciousness building
- Amplifying marginalized perspectives and voices
- Embodying a shared decolonial praxis across our movement
- Intentionally and inclusively supporting advocacy for the decolonization of our education systems.