The DOI matches its Crossref record.
On Justice, Pedagogy, and Decolonial(Izing) Praxis
Abstract
This paper goes beyond — transcends — “pedagogy as justice,” recognizing that justice, particularly in these present times, may not be enough. Its wager is with pedagogies of and for life; pedagogies that plant and cultivate, that push and enable other modes of living, despite the capitalist-modern-colonial-racist system, beyond the system, and in the system's margins, borders, fissures, and cracks. These pedagogies, as Catherine Walsh argues here, are necessarily tied to and constitutive of decolonial(izing) praxis, a praxis that, while not negating justice, takes us beyond it. The argument here is for the pedagogical-praxistical work being done now, and yet to be done; the actional thought, thoughtful action, and ongoing creation and construction of an otherwise for existence, for dignity, and for life in these times of multiple entwined pandemic-viruses, including capitalist greed, systemic racism, heteropatriarchy, and existential-territorial dispossession in which COVID is/was one more thread of the entwine.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Heleta, S., & Dilraj, I. (2024) · Transformation in Higher Education · doi:10.4102/the.v9i0.416 · Cited by 42
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan
Shah, W. A. (2025) · TESOL Quarterly · doi:10.1002/tesq.3379 · Cited by 23
Guzmán-Valenzuela, C., Chiappa, R., & Gómez-González, C. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102731 · Cited by 16
Zaldívar, J. I. (2024) · Revista Española de Educación Comparada · doi:10.5944/reec.46.2025.40880 · Cited by 3
Young People’s Perspectives on Climate Change in Urban Brazil
Rizzini, I., & Neumann, M. M. (2025) · Challenges · doi:10.3390/challe16030035 · Cited by 3
Metadata
- Authors
- Walsh, C. E.
- Affiliations
- Deinstitutionalized Scholar
- Corresponding author
- Walsh, Catherine E.
- Venue
- Educational Theory
- Publisher
- Wiley
- Published
- 2023-08
- Volume
- 73
- Issue
- 4
- Pages
- 511-529
- ISSN
- 0013-2004 (ISSN-L)
- 1741-5446
- OpenAlex
- W4387607999
- Cited by
- 36
- References
- 0
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 3
- FWCI
- 7.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Theory (publishedVersion)
- Topics
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Anthropology › Decolonial Thought and Epistemologies
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Keywords
- decolonial praxis, systemic racism, heteropatriarchy, dispossession, COVID-19 pandemic, Catherine Walsh, praxis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
