Announcement

On November 25 and 26, 2025, led by Dr. Ka Ya Lee, several members of the Traditions SIG Reading Group from the Comparative Education Research Centre (CERC) attended a conference titled “Envisioning Futures: Decolonial and World Philosophical Approaches.” The conference was hosted by the Department of Philosophy, the Chinese University of Hong Kong. During the two-day conference, CERC members had the opportunity to engage with African, American, Chinese, European, Indian, and South American scholars, who offered valuable and inspiring perspectives on decolonial and world philosophies. Below are some highlights from the conference and our debrief discussion. 

What is philosophy?

One theme that emerged in our debrief focused on the definition of “philosophy.” On the second day of the conference and especially in the last documentary, many scholars attempted to challenge a Eurocentric way of defining philosophy. However, we also noticed the difficulty of such attempts: “if everything is philosophy, then the word, ‘philosophy’ loses its meaning.”

What counts as decolonial philosophy(-ies)?

We further compared the sessions of the two days and found the second day to be more political. Some scholars framed decoloniality (primarily) in a combative way, positioning liberation and combativeness as the key features of decoloniality. Such claims might suggest a universalistic view of what counts as decoloniality and decolonial philosophy, potentially excluding Chinese or Eastern ontology that emphasizes harmony. Should we agree on such a liberation-centered definition of decoloniality? We hope to explore framing decolonial philosophies in a more sensitive way that respects diverse philosophical commitments.

Different ways of approaching decolonial work

We further identified several types of decolonial approaches in philosophy based on the presentations across the two days (these categories were mainly proposed by Dr. Ka Ya Lee):

1. Critique the Western epistemic coloniality (e.g., Professor Edwin ETIEYIBO’s keynote; Ms. Dalorina NATH), or coloniality itself (e.g., Professor Shuchen XIANG)
2. Use Western epistemic resources to criticize colonialism (e.g., Fanon; Trần Đức Thảo, a Vietnamese phenomenologist introduced by Professor Hayden KEE)
3. Use non-Western epistemic resources to criticize colonialism (e.g., Professor Jacob BENDER)
4. Develop non-Western epistemic resources by introducing non-Western thinkers or philosophers or their concepts to the mainstream discourse. (e.g., Mr. Anish MISHRA; Professors Darlene DEMANDANTE & Kelly AGRA)
   • Its variation: facilitate the “South-South” dialogue by putting two or more underrepresented or non-Western philosophers into conversation with one another (e.g., Professor Monika KIRLOSKAR-STEINBACH’s keynote).

We also discussed the metaphors of “bad cop” versus “good cop” (note: the former refers to scholars who actively engaged in the criticism of the West, while the latter refers to those who focus on dialogues within world philosophies, but we agreed that both roles share decolonial commitments). Based on the four approaches summarized above, we believed that the “good cop” is closer to the third and fourth approaches, but need not pursue non-Western philosophy solely for decolonial purposes. We can study non-Western philosophy for its own sake, yet as our contributions to underrepresented traditions accumulate, such scholarship will eventually contribute to the decolonizing of the field of philosophy.

Recurring theme #1: Challenging dualism and binaries

Another recurring theme observed across several presentations was overcoming dualistic or binary thinking. Professor Alejandro A. VALLEGA discussed the binary opposition between the colonizer and the colonized in language, challenging the dualism, which assigns passive and victimized roles to the colonized and positions the colonizer as always active. Many other presentations also echoed challenges to various binaries, such as rational versus irrational, human versus animal, mind versus body, and so on. 

While identifying this recurring theme, we wondered whether dualism is always the device of colonization. Alternatively, if we consider the potential coloniality within certain non-Western traditions—which are not always rooted in dualism—then perhaps there are different devices of colonization beyond the dualistic way of thinking. We briefly compared this with the Confucian distinction between the human and the non-human, but we noted that this is not a strict dualistic concept in Confucianism, and that some Confucian scholars will not suggest that humans are superior to non-human.

Recurring theme #2: Challenging cognitivism and aesthetic universality

Another key theme we identified during the conference is a challenge to cognitivism, i.e., the idea that learning and thinking are not solely cognitive processes. Interestingly, many conference presentation styles appeared to focus primarily on cognitive reasoning, often lacking attention to embodiment. Mr. Friso Timmenga shared that cognitive thinking is actually a part of embodied knowing, as we use various parts of our bodies to process information. This suggests that learning and thinking exist on a continuum, extending beyond purely logical reasoning to encompass practices and transformative experiences. 

In relation, Mr. Timmenga shared about Aesthetic Universality in the conference. In our previous understandings, aesthetic or arts education is more oriented toward a realm of experience, and in Chinese philosophy, an aesthetic “境界” (realm) might suggest the highest state of self-cultivation that is relevant to the ideal of harmony. However, in the conference sessions, the aesthetic universality is used to refer to an epistemology that is closer to sensory perception embedded in daily and mundane experience, rather than merely a theoretical state.

On the second day, the final agenda item was watching the documentary Philosophical Journeys: DRC (shared by Professor Alena Rettová). This can be seen as an example of resistance to cognitivism, as it appeals not only to our cognitive faculties but also to our essential, existential dimensions.

Group Picture in front of Pavilion of Harmony

On May 13, 2025, the Comparative Education Research Centre (CERC) successfully held its Annual General Meeting (AGM) from 3:00 to 4:00 pm, both in person and via Zoom. The meeting brought together members of the Centre to review the past year’s developments, reflect on key achievements, and discuss strategies for future growth. Director Jeremy Rappleye presented the annual report, highlighting CERC’s ongoing contributions to comparative education research, publications, seminars, and international collaboration.

Following the AGM, CERC was honoured to host its 2025 Annual Lecture delivered by Professor Michele Schweisfurth from the University of Glasgow. Her talk, titled “Comparative and International Education: Polarisation Inside and Out,” examined the increasing divides—both within the field and in the broader global context—and offered thought-provoking insights on how scholars might respond. The lecture was open to the public and attracted participants from across Hong Kong and beyond, stimulating rich discussion and engagement.

This year’s AGM and lecture underscore CERC’s commitment to fostering critical dialogue, advancing scholarship, and building a vibrant research community locally and globally.

The Comparative Education Society of Hong Kong (CESHK) hosted its 35th Annual Conference at the University of Hong Kong (HKU) from November 22–24, 2024. This year’s conference was particularly significant, marking the 40th anniversary of HKU’s Faculty of Education and the 30th birthday of the Comparative Education Research Centre (CERC).

A major highlight of the conference took place on November 22, with a celebratory session honoring these milestones. The session featured keynote addresses by Prof. Yang Rui, Dean of the Faculty of Education, and Prof. Mark Bray, UNESCO Chair in Comparative Education and a founding member of CERC.

Dean Yang Rui opened the session by showcasing the Faculty’s remarkable development and achievements over the past four decades while outlining its future directions, particularly in the field of comparative education. Following this, Prof. Mark Bray reflected on CERC’s journey from its establishment in 1984 to its current role as a prestigious center in comparative education. He highlighted major milestones, including the publication of seminal works, international collaborations, and contributions to educational policy and practice globally.

An exceptional moment in the session was the reunion of seven past and current CERC directors, including the current director, Prof. Jeremy Rappleye. Each director shared their personal experiences and contributions during their tenure, offering insights into CERC’s growth and influence in the field. The session was skillfully facilitated by Emily Wong and Tian Renxiang, CERC’s past and present secretaries, and attended by scholars and educators from across the globe.

The session was followed by other conference highlights and sessions, such as the film screening of National Exam on November 23, inspired by former CERC Director Prof. Nutsa Kobakhidze’s research on shadow education. Over three days, the conference brought together more than 250 participants from over 15 countries, presenting cutting-edge research across various aspects of comparative education.

As a special gesture, attendees of the CERC 30th Anniversary Celebration received commemorative souvenirs, including a CERC magnet, notebook, and a publication chronicling its history.

The CESHK 2024 conference not only celebrated past achievements but also set the stage for future collaborations and advancements in the field of comparative education. It was a memorable gathering, underscoring the impact of CERC and the Faculty of Education in fostering global educational research and dialogue.