Educational research, neoliberalism and eco-social crisis. From extractivism to deep reciprocity

Abstract

This article places educational research in relation to the expansion of neoliberalism and the current eco-social crisis that links climate change with a tightening of material living conditions and loss of dignity. The objective is to analyse the epistemological frameworks of enlightened science and propose a contextualized alternative for research into education aimed at social justice. Intellectual resources of decolonial thinking and feminist thinking, such as cognitive justice, situated knowledge and the political inscription of the personal are used to describe an investigation that links geopolitical and body-political locations in education. So, the dynamics of onto-epistemic domination and multiple violence, from epistemic to social and bodily, associated with the production of knowledge in the West are reviewed. The epistemological plurality is made visible using the concept of pluriversalism to present the paradigmatic heterogeneity of qualitative research and describe the epistemologies of the South and its commitment to cognitive justice and against extractive research. It is concluded by identifying an emerging epistemological macroformation based on deep reciprocity that wants to make a historical project of realization of life feasible through the entanglement of human and non-human beings on a planetary scale from education.