Colonization and Epistemic Injustice in Higher Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Colonization and Epistemic Injustice in Higher Education PDF full book. Access full book title Colonization and Epistemic Injustice in Higher Education by Felix Maringe. Download full books in PDF and EPUB format.
Author: Felix Maringe
Publisher: Taylor & Francis
ISBN: 1000790878
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
Providing coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems. Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people’s ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West’s idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system. Unpacking the historical and philosophical antecedents of higher education and critically examining the intentions and impact of colonial assumptions behind higher education in different parts of the world, this is suitable reading for postgraduates and scholars in the field of higher education, as well as senior management teams in universities and practitioners who work directly in the field of transformation in government, and university departments.
Author: Felix Maringe
Publisher: Taylor & Francis
ISBN: 1000790878
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
Providing coherence in understanding the role that education and higher education played in the colonizing purposes of the rich nations of the North, this book draws from multiple geopolitical spaces across the world to consider how epistemic injustice has characterized colonial higher education systems. Within this text, carefully chosen international contributors explore how colonialism, coloniality, and colonization have impacted indigenous people’s ways of knowing, feeling, behaving, valuing, being, and becoming in fundamental ways and how the West’s idea of education and schooling have been used as key instruments in the project of world domination and subjugation. Beyond these key entry concepts, chapters use ideas of modernity, post-modernism, globalization, internationalization, and neo-liberalism to examine how higher education in colonial and post-colonial societies still answers to a colonial narrative and what can be done to decolonize the system. Unpacking the historical and philosophical antecedents of higher education and critically examining the intentions and impact of colonial assumptions behind higher education in different parts of the world, this is suitable reading for postgraduates and scholars in the field of higher education, as well as senior management teams in universities and practitioners who work directly in the field of transformation in government, and university departments.
Author: Tristan McCowan
Publisher: Bloomsbury Publishing
ISBN: 1350119075
Category : Education
Languages : en
Pages : 520
Get Book Here
Book Description
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Author: Christopher C. Sonn
Publisher: Springer Nature
ISBN: 3031670353
Category :
Languages : en
Pages : 560
Get Book Here
Book Description
Author: Hebatallah Adam
Publisher: Taylor & Francis
ISBN: 104022430X
Category : Business & Economics
Languages : en
Pages : 306
Get Book Here
Book Description
Global polycrisis refers to the simultaneous occurrence of multiple interconnected crises. It is marked by the convergence and interaction of combined events, such as geopolitical tensions, economic instability, environmental degradation, public health emergencies, and social disturbance. In this context, this book explores the challenges and opportunities encountered by the Global South amid political instability, climate change, humanitarian crises, technological advancements, and regional cooperation. The book adopts a multidisciplinary framework, integrating theoretical studies with empirical cases from various southern regions in Africa, Asia, and Latin America. This approach helps to foster an in-depth understanding of the complex challenges associated with development in these regions. The book emphasizes the perspectives and experiences of Global South countries, providing a platform for their voices to be heard. This allows readers to gain a more nuanced understanding of the unique contexts, perspectives, and successful experiences of countries in Africa, Asia, and Latin America. Furthermore, it investigates issues such as governance, security, migration, development, and emergent technologies, illuminates the role of regional organizations in fostering regional integration, peace, and stability and ultimately, provides a comprehensive and refined analysis of the Global South that challenges prevalent stereotypes and offers new perspectives on the world’s complex realities today. It includes case studies that enhance the practical relevance of the book, offering real-world examples that illustrate the theoretical concepts and highlightingsuccessful approaches to addressing development challenges. The book will appeal to scholars, researchers, and students interested in comprehending and addressing the challenges encountered by the Global South in a time of global polycrisis.
Author: Gumbo, Mishack Thiza
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 359
Get Book Here
Book Description
A deep-seated issue persists in postgraduate educationone that threatens the relevance of academia in our diverse and evolving world. The problem at hand is the Western-centric nature of postgraduate education, where research paradigms, methodologies, and theoretical frameworks overwhelmingly reflect a Western worldview. This rigid adherence to Western ideologies has left indigenous communities on the periphery of academic discourse, denying them the opportunity to engage with their knowledge systems and practices. Despite the richness and prevalence of indigenous knowledge, the existing educational structure remains a barrier to their inclusion. This disconnect is not only an academic concern but also a societal one, as it hinders sustainable development and stifles the voices of indigenous scholars and students. Global Perspectives on Decolonizing Postgraduate Education serves as a compelling solution to the problem at hand. It offers a comprehensive roadmap to decolonize postgraduate education, infusing it with indigenous approaches, paradigms, theories, and methods. Through critical examination and practical strategies, this book empowers academics, curriculum designers, and postgraduate students to embark on a transformative journey.
Author: Chowdhury, Jahid Siraz
Publisher: IGI Global
ISBN: 1668485281
Category : Social Science
Languages : en
Pages : 317
Get Book Here
Book Description
In the continuously changing field of social sciences, ethical considerations in anthropological studies pose unprecedented challenges. The book Reviving and Re-Writing Ethics in Social Research For Commoning the Community embarks on a transformative journey, moving beyond historical analysis to address pressing contemporary questions about the norms governing anthropological study. Who guards the guardians? What ethical challenges does the modern era pose for anthropological sciences? These are the critical questions explored in this comprehensive exploration of the ethical landscape of social research. As the ethical foundations of social research shift with political, intellectual, and societal changes, there is a pressing need to reassess the purpose of anthropological knowledge and the responsibility of researchers towards the communities they study. The book raises vital concerns about the evolving nature of ethical considerations, challenging traditional notions of ethical research. It highlights the ethical and axiological dilemmas faced by anthropologists in the modern era, emphasizing the need for a more community-centric approach that actively benefits the studied communities.
Author: Nalini Chitanand
Publisher: African Sun Media
ISBN: 1991260350
Category : Education
Languages : en
Pages : 205
Get Book Here
Book Description
Academic Staff Development: Disruptions, Complexities, Change (Envisioning New Futures) by Nalini Chitanand and Shoba Rathilal delves into the transformative journey of academic staff development. This collection is prompted by the magnification of the challenges faced by higher education institutions during COVID-19, particularly in South Africa and the Global South, and explores the critical role of academic staff development in navigating crises. With a reflexive approach and insights from diverse disciplines, the book extends beyond traditional models, offering new perspectives and possible contributions to postgraduate education, community engagement, and the broader academic role. A timely and insightful contribution, this book propels the evolving field of academic staff development into new horizons, fostering resilience, creativity, innovation, and holistic growth in higher education, for transformative and sustainable experiences.
Author: Huong Le Thanh Phan
Publisher: Taylor & Francis
ISBN: 1040048900
Category : Education
Languages : en
Pages : 234
Get Book Here
Book Description
This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider. By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews, and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being. Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education.
Author: Margaret Meredith
Publisher: Springer Nature
ISBN: 9819998522
Category :
Languages : en
Pages : 199
Get Book Here
Book Description
Author:
Publisher: BRILL
ISBN: 900441147X
Category : Education
Languages : en
Pages : 275
Get Book Here
Book Description
Conversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE. Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE. Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.
