Nozomi Sakata

Unbinding pedagogy and onto-epistemology within constructivist learning theory: Towards the decolonial potential of learner-centred pedagogy in the Global South

The international spread of learner-centred pedagogy (LCP) – also known as ‘constructivist pedagogy’ or ‘constructivist learning theory’ – has received profound criticism for its political and ideological agenda and as a process of Westernisation. Although LCP may manifest neocol...

Bridging divides between critical researchers and development practitioners: a learning–unlearning journey of decolonising educational development

Purpose This study presents a learning and unlearning journey shared by critically oriented researchers based at Japanese universities and development practitioners from the Japan International Cooperation Agency (JICA), who collaboratively reflected on educational development fr...