ABSTRACT
This chapter makes the case that global justice education, specifically with Africa as its focus, necessitates a process of ‘unlearning’ by White Northern educators, followed by learning which is grounded in critical social justice perspectives. The chapter is written from the perspective of a White Irish teacher educator. The author’s contention, drawing on theorists such as Spivak and Andreotti, and based on evidence from classrooms, is that countering dominant educational discourse in relation to the South, specifically Africa, necessitates a process of deconstruction or ‘unlearning’ of existing views. ‘Learning to learn’ requires moving away from positioning that privileges European epistemology and projects it as universal and neutral. The chapter aims to unravel some of the complexities of unlearning, suggesting that such a process cannot simply involve superficial engagement with one’s own thinking and affect, but instead requires deep self-questioning and self-reflexivity, followed by learning which is grounded in critical perspectives. The chapter examines educational implications of unlearning and looks at pedagogical frameworks that support critical global education.
