Global education seeks to foster critical engagement with global issues by emphasising dialogue, inclusion and sustainability in the pursuit of justice. However, despite its inclusive aims, global education has been widely critiqued for perpetuating Eurocentrism and reinforcing epistemic injustices. In this paper, we explore the intertwined concepts of conviviality and dis-enclosure as generative frameworks for decolonising global education. While conviviality invites dialogical encounters across difference, dis-enclosure challenges the epistemic and ontological boundaries that sustain hegemonic worldviews. We argue that decolonising global education entails reparative work: restoring dignity by contesting the dominance of Western-centric priorities, foregrounding collective well-being, and confronting the structural foundations of global inequality.
Kruger et al. (Wed,) studied this question.