Publications of Placing epistemic justice at the core of educational transformations for a just future
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Placing epistemic justice at the core of educational transformations for a just future
Education has a key role in responding to the calls for transformation considering urgent global challenges. We propose a refocusing of educational efforts on an ‘epistemic core’ so that education can effectively contribute to such transformations. This places knowledge/s—and the ways that young people can all consume, recognise, and produce those knowledge/s—at the heart of […]
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Economic inequalities in adolescents’ internalising symptoms: longitudinal evidence from eight countries
Background Research, mainly conducted in Europe and North America, has shown an inequitable burden of internalising mental health problems among adolescents from poorer households. We investigated whether these mental health inequalities differ across a diverse range of countries and multiple measures of economic circumstances. Methods In this longitudinal observational cohort study, we analysed data from […]
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Bienestar subjetivo y covid-19 en jóvenes rurales y urbanos del Perú
Since 2007, the Young Lives in Peru study has been collecting the voices of children – today youth or young adults – regarding their perceptions of well-being throughout the life cycle. In recent years, and as a consequence of the pandemic, youth – in both rural and urban areas – have faced extraordinary challenges in […]
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Bienestar subjetivo y covid-19 en jóvenes rurales y urbanos del Perú: aproximación cualitativa a las experiencias de Niños del Milenio
The covid-19 pandemic has had a multidimensional impact on the well-being of the youth population in general, and has been most severe in Latin America and the Caribbean. Using longitudinal and qualitative data from the Young Lives study, the authors analyze how a group of young people from four different regions of Peru -who grew […]
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CLARISSA Cash Plus Social Protection Intervention: an evaluation
This paper presents the results of the multi-method evaluation of the CLARISSA Cash Plus pilot, which was an innovative social protection scheme for tackling social ills, including the worst forms of child labour. A universal and unconditional ‘cash plus’ programme, it combined community mobilisation, case work, and cash transfers, and was implemented across a high-density, […]
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¿A costa de qué?: el estado de emergencia en el Callao y su impacto de corto y largo plazo sobre la seguridad ciudadana, la violencia familiar y el bienestar social
In Peru, the declaration of a state of emergency (EE) has become a common and widely requested public policy measure to address the crime problem. Recently, the government declared the EE in several districts, including San Juan de Lurigancho and San Martin de Porres in Lima, and Sullana in Piura (DS 105-2023-PCM) (El Comercio, 25/9/2023), […]
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Proyecto Alianza Forestal: manejo de bosques comunales para la sostenibilidad socioeconómica y ambiental
Since 2019, the Forest Alliance Project has implemented a communal forest management model in seven native Amazonian communities of the Shipibo-Konibo and Kakataibo ethnic groups. To do so, it adopted an ecosystem approach to communal territory, which improves the livelihoods of indigenous families through sustainable enterprises. This book gathers the systematization of the project experience […]
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Limitations and possibilities of justice in education and the implications for sustainable futures
Global agendas for sustainable futures rely heavily on the role played by education in promoting justice and changing young people’s attitudes and behaviours. The articles in this special collection jointly demonstrate the challenges, as well as messages of hope, for the ambitious and transformative vision of education that is being increasingly promoted in academic and […]
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From experience to actions for justice: learners’ views on epistemic, environmental and transitional justice in Nepal, Peru and Uganda
Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tabletbased app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect […]
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Education as justice: articulating the epistemic core of education to enable just futures
While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do […]
