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Paper short abstract:

Research on education crisis effects intersects global realms whereby, the common myths of finding solutions face real class bias that impedes potential cooperation and calls for a multiperspective relationality across AfroDecolonial and EuroMarxist borders towards mutual sustainable development.

Paper long abstract:

Investigating ‘global education crisis repercussions’ in African or African-related and European or European-related contexts intersecting various realms in history and contemporary budget cut, COVID-19 pandemic and geopolitical disorders is common. Common myth is that, crisis prompts efforts to build inclusive capacity and growth whereas in reality ‘inferior’ AfroDecolonialists seem unequal to ‘superior’ western foundations. Decolonial African and Marxist European studies concern class issues but ignores the unequal cooperation between them on facing global education crisis. Using trans-national-disciplinary multiperspective relationality, this paper critically compares ‘AfroDecolonial’ and ‘EuroMarxist’ study myths and realities of ‘global education crisis repercussions’ in order to co-promote problemsolving. The study mixes relational qualitative textual and interview research-methods involving both study contexts’ informants. From findings, communalities on global education crisis within both research contexts involve class issues and [non]-violent approaches to liberating the ‘inferior’ from the ‘superior’. AfroDecolonial and EuroMarxist studies on global education crisis have different foundations and ‘superior’ colonizers’ and bourgeoisies’ versus ‘inferior’ colonisee’s and workers’ interclass conflicts under colonialism and capitalism respectively. ‘Global education crisis’ term is common amongst EuroMarxist more than AfroDecolonial researchers and experts but ‘weak’ AfroDecolonials suffer more than ‘powerful’ EuroMarxist communes. ‘Dominated’ AfroDecolonialists feel ignored during conception and shallowly implement global education crisis-strategies. Often during crisis, AfroDecolonialists import to implement while EuroMarxists generate and export. We should situate and transfer diverse foundations in education and other areas through trans-national-disciplinary research dialogues that highlight relationality in unique co-contributions to defining global crisis and generating and applying solutions to interclass-conflicts towards inclusive sustainable development.