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Synergizing Critical Theory and Decolonial Approaches in Educational Philosophy and Theory: Tensions and Insights.

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Title: Synergizing Critical Theory and Decolonial Approaches in Educational Philosophy and Theory: Tensions and Insights.
Authors: Zembylas, Michalinos1 (AUTHOR) m.zembylas@ouc.ac.cy
Source: Studies in Philosophy & Education. Oct2025, Vol. 44 Issue 5, p475-492. 18p.
Subject Terms: *Critical theory, *Transformative learning, *Critical pedagogy, *Theory of knowledge, *Philosophy of education, Decolonization, Social justice, History of colonies
Abstract: Ongoing debates in educational philosophy and theory question the relevance of critical theory and critical pedagogy to decolonization, given their foundations in Eurocentric traditions. While some scholars critique critical theory for its failure to engage with colonial histories, others caution against conflating decolonization with broader social justice frameworks. This paper argues that, despite tensions between critical theory and decolonial approaches, a theoretical synergy between the two offers valuable insights into education's entanglements with coloniality, racism, and social injustice. Critical theory provides analytical tools for examining ideology, power, and capitalist structures, while decolonial thought foregrounds epistemic, affective, and material dimensions of colonialism. Through a synergistic approach, this paper explores critical theory through a decolonial lens and vice versa, demonstrating how their intersection clarifies distinctions and reveals new possibilities for transformative educational practice. It is argued that this synergy fosters a more nuanced, politically engaged approach to decolonizing education while resisting essentialism and epistemic closures. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Philosophy+%26+Education%22">Studies in Philosophy & Education</searchLink>. Oct2025, Vol. 44 Issue 5, p475-492. 18p.
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  Data: Ongoing debates in educational philosophy and theory question the relevance of critical theory and critical pedagogy to decolonization, given their foundations in Eurocentric traditions. While some scholars critique critical theory for its failure to engage with colonial histories, others caution against conflating decolonization with broader social justice frameworks. This paper argues that, despite tensions between critical theory and decolonial approaches, a theoretical synergy between the two offers valuable insights into education's entanglements with coloniality, racism, and social injustice. Critical theory provides analytical tools for examining ideology, power, and capitalist structures, while decolonial thought foregrounds epistemic, affective, and material dimensions of colonialism. Through a synergistic approach, this paper explores critical theory through a decolonial lens and vice versa, demonstrating how their intersection clarifies distinctions and reveals new possibilities for transformative educational practice. It is argued that this synergy fosters a more nuanced, politically engaged approach to decolonizing education while resisting essentialism and epistemic closures. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct2025
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