The struggle for the right to education has always been linked to the promise of equal opportunities. Yet, inequities in terms of access to education, learning achievements and social mobility effects have characterized education systems since their conception. While the UN-Sustainable Development Goals (SDGs) re-introduced a focus on inequity within the international development debates, the latest crises have exacerbated educational disparities within and between countries, as well as in a North-South perspective. What are the causes of these inequities, which particular challenges arise from the current multiple crisis and which strategies do we have to overcome them?
The keynote led by Leon Tikly, Professor of Education at the University of Bristol, focused on educational inequalities that exist particularly in the Global South in times of multiple crises. A key point raised was the reframing of the concept of a crisis of learning as a crisis of violence, which he argued highlights the underlying causes of inequality in education. By recognizing the pervasive nature of violence within educational structures, the underlying causes of educational disparities can be better understood and addressed.
Conversations about education that focus solely on practical benefits can contribute to the perpetuation of inequalities. According to Tikly, these discourses often overlook a narrow range of inequalities, such as those related to race, racism and language, rather than addressing the broader, structural features that limit our understanding of crises in education. The discussion also highlighted the various forms of violence in the education system, including direct violence such as corporal punishment, bullying and cyber-bullying, as well as structural violence resulting from the historical development of modern mass education systems, which are often based on colonial projects. Furthermore, cultural violence perpetuates inequalities by labelling certain groups as deficient and thus legitimizing discriminatory practices.
In light of these findings, Tikly argues for transformative change. It was emphasized that there is a need to break down the barriers between different education sectors and promote collaboration between formal institutions and communities. Furthermore, it is crucial to address the colonial legacy embedded in education systems in order to promote equity and inclusion. Decolonization efforts must aim to reject Eurocentric biases, integrate diverse knowledge systems and promote critical thinking among students. In addition, education should focus on sustainability, promote inclusive access and recognize the role of technology in enhancing equal learning experiences. The concept of just transitions was highlighted as a guiding framework for realizing sustainable visions of the future, taking into account social justice and environmental protection. This approach recognizes the intersectionality of inequalities and emphasizes the importance of empowering communities in leading transformative processes.
This video was recorded during the Keynote by Leon Tikly at the Conference „Inequity in education from a global perspective. Systemic challenges amidst the multiple crisis“ on January 19th of 2024.
Report of the Conference (in german)
Leon Tikly is a Professor of Education at the University of Bristol and has worked on educational inequalities, particularly in the Global South in times of multiple crises.
Conveners: Austrian Foundation for Development Research (ÖFSE), Paulo Freire Zentrum (Vienna), Research Unit on Education and Inequality, Department of Education, University of Vienna
