Abstract
This article introduces a Special Issue on anti-trafficking education. The past decade has seen a dramatic increase in the sites for anti-trafficking education and the range of educators who shape how the public and institutions understand and respond to human trafficking. Thus, there is a need to analyse the formalised and informalised practices that facilitate teaching and learning about trafficking. We argue that anti-trafficking education can perpetuate misinformation and myths about trafficking as well as legitimise carceral systems that lead to dehumanisation and violence. At the same time, critical approaches to teaching trafficking can encourage and inform endeavours to create structural change, social justice, and individual empowerment. We conclude that if the expansion of anti-trafficking education is divorced from longstanding movements for equity, then it runs the risk of teaching about trafficking while upholding practices and systems of oppression, exclusion, and expropriation, as well as diverting attention and resources from global work toward social and structural change.
Highlights
Soon after the World Health Organization (WHO) discovered a mysterious coronavirus in Wuhan, China, in January 2020, the world faced a global pandemic
Countries around the world wrestled with questions like: How to teach children learning from home?3 Who counts as an essential worker?4 How to deliver services
Education became highly visible due to the pandemic because everyone needed to know about the coronavirus and learn new ways to interact, communicate, work, and organise online, in-person, locally, and globally
Summary
Soon after the World Health Organization (WHO) discovered a mysterious coronavirus in Wuhan, China, in January 2020, the world faced a global pandemic. This tendency occurs despite professionals in the fields of public health, nursing, and social work trying not to replicate the overemphasis on trafficking in sexual economies at the expense of attention to other forms of trafficking.[30] And while some trainers and educators include the diverse perspectives of people in the sex trade, given the history and enduring dominance of ‘abolitionist’ agendas, there is no guarantee that such perspectives are routinely included, let alone centred, within anti-trafficking education in the caring professions.
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