Based on decolonial literature, we argue that the field of comparative and international education(CIE) is a complex educational assemblage that both territorializes and deterritorializes at the same time, making it ready for decolonization and deglobalization. We highlight the importance of challenging Western-centric epistemologies, colonial legacies, and racial hierarchies that have historically influenced educational research, policies, and practices. It calls for integrating Indigenous ontologies, pluriversal approaches, and local epistemologies to create a more inclusive, relational, and decolonial view of education that acknowledges multiple histories and ways of knowing.
This is a conceptual study that uses decolonial literature to call for a cultural shift in comparative and international education. It emphasizes the importance of critically examining the colonial roots of the field, promoting participatory and Indigenous methodologies, and actively resisting colonial and racial capitalism influences to create a more equitable and decolonized future for global education. We advocate for a radical rethinking of CIE—shifting away from colonial, Eurocentric frameworks toward pluriversal, decolonial paradigms that emphasize local epistemologies, challenge racial and colonial hierarchies, and promote global justice. This transition demands critical reflection, innovative methodologies, and a dedication to amplifying marginalized voices, ultimately aiming to transform education into a space of resistance, diversity, and collective action emancipation.
We suggest that, given the current polycrisis, CIE needs to adopt a decolonial cultural turn that shifts the terms (concepts) and the content (histories) of modernity/coloniality and emphasizes bringing Indigenous knowledge(s) to the forefront onto-epistemologies centered in them. Decolonization in CIE also involves recognizing the interconnectedness of global crises—such as climate change, racial injustice, and economic inequality—and understanding how these are rooted in colonial and racial capitalist frameworks. We highlight that decolonial and deglobalization efforts must be linked, with a focus on resisting colonial structures and promoting a pluriversal, polycentric approach that honors multiple histories, ways of knowing, and cosmologies. This involves developing a “grammar of decolonization” that actively centers marginalized voices, deconstructs dominant narratives, and encourages collective, transformative change.
This article calls for the decolonization and deglobalization of the field of CIE.
