Decolonial pedagogy and the ethics of the global Noah De Lissovoy* University of Texas at Austin, Department of Curriculum and Instruction, 1 University Station D5700, Austin, TX 78712, USA An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting from recent work in philosophy and cultural studies, this paper describes key principles of such an orientation to globality, and develops a reconceptualization of education in the context of this framework. The article proposes in particular a curriculum against domination, oriented against the epistemic and cultural violence of Eurocentrism that underlies the politics of content and knowledge in education, and a pedagogy of lovingness, committed to building global solidarity based on non-dominative principles of coexistence and kindredness. Keywords: curriculum; decolonial theory; ethics; Eurocentrism; globalization; pedagogy Introduction The present historical moment demands of us an urgent response: a vision of a globality that we can live in, that offers life and meaning to people everywhere. We can easily have the opposite, a society premised on the familiar inequalities that characterize actually existing globalization as a political and economic process. But the transition to the global represents a moment of opportunity, as familiar frames of reference, organizational structures, and orders of intelligibility weaken. Educators ought to recognize the special task they are called to in this context, and the necessity of their participation in the project of materializing democracy on a dramatically new scale and in a fundamentally new form. However, atruly ethical and democratic globality, and the kind of education that would contribute and belong to it, are possible only in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemolo- gical processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. In this paper, starting from recent work in philosophy and cultural studies, I first describe key principles of such an orientation to globality Á in particular the analysis and critique of epistemic violence, and the construction of non-dominative relationships across difference. The second part of the paper describes the reconceptualization of education that such a perspective suggests; in *Email: delissovoy@mail.utexas.edu Discourse: Studies in the Cultural Politics of Education Vol. 31, No. 3, July 2010, 279Á293 ISSN 0159-6306 print/ISSN 1469-3739 online # 2010 Taylor & Francis DOI: 10.1080/01596301003786886 http://www.informaworld.com