Education for Whom?: Exploring Systems of Oppression and Domination

This research paper explores a plethora of issues in education by linking systemic forms of oppression and domination to historical and contemporary contexts. The main argument is an identification and articulation of the importance of historical localities in the perpetuation of people’s oppression and marginalization and the pedagogical implications of systems of oppression and domination within and beyond Canadian contexts. I move beyond highlighting deep-rooted systemic injustices by outlining the significance of deconstructing ideas of difference as a deficit by presenting many decolonial actions that are currently taking place in the Canadian K-12 educational context. Finally, I re/introduce an opportunity for further action grounded in new imaginaries and futurities.