On International Human Rights Day, Education International (EI) launched its latest research on decolonising education, highlighting the key role of unions in dismantling colonial legacies in public education systems worldwide.
The study stems from EI’s 8th and 9th World Congress mandates to strengthen policies for decolonising education, reaffirming unions as key actors in shaping transformative public education policies. EI President, Mugwena Maluleke, opened the event by underscoring the systemic roots of colonialism in education. He described colonial legacies as deeply tied to capitalism, patriarchy, and exploitation, with education often serving as a tool to perpetuate these injustices. “The education union movement is, at its core, a decolonial movement,” he said, framing the decolonisation of education as a broader fight for social justice.
Maluleke stressed that unions are uniquely positioned to challenge colonial power dynamics, not only within education systems but across society. He highlighted unions’ efforts to push for anti-racist policies, teacher training for culturally relevant pedagogy, and the inclusion of diverse cultural and historical perspectives in curricula.
Gabriela Bonilla, the lead researcher, followed by framing education as a battleground for justice and equity. She explained how education systems are deeply influenced by colonial structures, from curricula that marginalise Indigenous and Black knowledge to teacher training that perpetuates Eurocentric methods. Bonilla emphasised that unions are uniquely positioned to address these injustices, not only by advocating for decolonial education policies but also by reshaping the very systems that perpetuate inequality. Highlighting the significance of this initiative, she noted: “This study helps us build a common understanding and strengthens our collective power to defend public education and ensure justice for all learners and teachers.
The study explores how unions from 12 countries across EI’s regions are addressing colonial structures embedded in curricula, teacher training, and governance. Their work spans a range of actions, from promoting culturally inclusive curricula and supporting mother tongue education to fighting systemic racism and advocating for better public funding. The study also provides actionable insights and strategies for creating inclusive and equitable education systems that challenge hierarchical power dynamics and promote epistemic justice.
A collective effort to decolonise
The event included two sessions featuring union leaders who shared their experiences and strategies. Mark Potter of NZEI in New Zealand described the union’s journey to confront its own colonial history. “It’s like the fish not seeing the water,” he said, noting how deeply colonial thinking can shape governance and education policy. He highlighted the importance of integrating Indigenous knowledge systems into union structures and curricula.
Osman Isci, from Eğitim-Sen in Turkey, shed light on the challenges of advocating for multilingual education in a politically repressive environment. Despite barriers, he emphasised the importance of preserving linguistic diversity, stating, “I want to dream in my mother tongue.”
In Brazil, Ieda Leal of CNTE underscored the need to “decolonise minds and hearts” and called for unions to unite against racism and sexism in patriarchal systems. She stressed that Indigenous communities must play a central role in designing curricula and shaping education policies.
From Argentina to Senegal, the webinar highlighted diverse approaches, such as defending multilingual education, empowering Indigenous communities, and advocating for anti-racist policies within unions and education systems.
The roadmap introduced with the study invites unions worldwide to validate and expand its proposals, ensuring collective ownership of the decolonisation agenda. As part of EI’s global campaign Go Public! Fund Education, this represents a vital step towards securing quality, inclusive, and equitable public education for all.
Access here the full study: “Unions leading the way to decolonise education" (2024), authored by Gabriela Bonilla.