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Author: George Jerry Sefa Dei
Publisher: Counterpoints
ISBN: 9781433108150
Category : Education
Languages : en
Pages : 0
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Book Description
An important academic goal is to understand ongoing contestations in knowledge in the search to engage everyday social practice and experiences, as well as the social barriers and approaches to peaceful human coexistence. This reader pulls together ideas concerning Indigenous epistemologies (e.g., worldviews, paradigms, standpoints, and philosophies) as they manifest themselves in the mental lives of persons both from and outside the orbit of the usual Euro-American culture. The book engages Indigenous knowledges as far more than a «contest of the marginals», thereby challenging the way oppositional knowledges are positioned, particularly in the Western academy. Subsequently, this book is a call to recognize and acknowledge Indigenous knowledges as legitimate knowings in their own right, and not necessarily in competition with other sources or forms of knowledge. The project offers an opportunity for the critical thinker to continue on a de-colonial/anti-colonial intellectual journey in ways informed by Indigenous theorizing.
Author: George Jerry Sefa Dei
Publisher: Counterpoints
ISBN: 9781433108150
Category : Education
Languages : en
Pages : 0
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Book Description
An important academic goal is to understand ongoing contestations in knowledge in the search to engage everyday social practice and experiences, as well as the social barriers and approaches to peaceful human coexistence. This reader pulls together ideas concerning Indigenous epistemologies (e.g., worldviews, paradigms, standpoints, and philosophies) as they manifest themselves in the mental lives of persons both from and outside the orbit of the usual Euro-American culture. The book engages Indigenous knowledges as far more than a «contest of the marginals», thereby challenging the way oppositional knowledges are positioned, particularly in the Western academy. Subsequently, this book is a call to recognize and acknowledge Indigenous knowledges as legitimate knowings in their own right, and not necessarily in competition with other sources or forms of knowledge. The project offers an opportunity for the critical thinker to continue on a de-colonial/anti-colonial intellectual journey in ways informed by Indigenous theorizing.
Author: Jeremy Garcia
Publisher: IAP
ISBN: 1648026923
Category : Education
Languages : en
Pages : 341
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Book Description
Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.
Author: John P. Hopkins
Publisher:
ISBN: 0807764582
Category : Education
Languages : en
Pages : 217
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Book Description
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
Author: Sandra D. Styres
Publisher: University of Toronto Press
ISBN: 1487521634
Category : Education
Languages : en
Pages : 249
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Book Description
Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy.
Author: Norman K. Denzin
Publisher: SAGE
ISBN: 1412918030
Category : Philosophy
Languages : en
Pages : 624
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Book Description
Built on the foundation of their landmark Handbook of Qualitative Research, it extends beyond the investigation of qualitative inquiry itself to explore the indigenous and non-indigenous voices that inform research, policy, politics, and social justice.
Author: Ali A. Abdi
Publisher: Springer Science & Business Media
ISBN: 9460916872
Category : Education
Languages : en
Pages : 200
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Book Description
Philosophy of education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people’s lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes. “This collection of critical and scholarly analyses provides an insightful and timely resource for decolonizing philosophies of education that continue to shape discourses, policies, curricula and practices in all levels of educational and social institutions. It also usefully challenges versions of postcolonial studies that fail to recognize and demystify the continuity of colonial hegemony in contemporary societal formations in both the global north and south.” Toh Swee-Hin, Distinguished Professor, University for Peace, Costa Rica & Laureate, UNESCO Prize for Peace Education (2000) “Decolonizing philosophies of education edited by Ali A. Abdi is a collection of twelve essays by noted scholars in the field who provide strong readings of postcolonialism in education with an emphasis on decolonizing epistemologies. It provides a clear and comprehensive introduction to the critical history of colonization, postcolonial studies and the significance of education to the colonial project. This is an important book that provides a global perspective on the existential and epistemological escape from the colonial condition.” Michael A. Peters, Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign
Author: Huia Tomlins-Jahnke
Publisher: University of Alberta
ISBN: 1772124451
Category : Education
Languages : en
Pages : 561
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Book Description
For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga
Author: Kate McCoy
Publisher: Routledge
ISBN: 1317329600
Category : Education
Languages : en
Pages : 156
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Book Description
This important book on Land Education offers critical analysis of the paths forward for education on Indigenous land. This analysis discusses the necessity of centring historical and current contexts of colonization in education on and in relation to land. In addition, contributors explore the intersections of environmentalism and Indigenous rights, in part inspired by the realisation that the specifics of geography and community matter for how environmental education can be engaged. This edited volume suggests how place-based pedagogies can respond to issues of colonialism and Indigenous sovereignty. Through dynamic new empirical and conceptual studies, international contributors examine settler colonialism, Indigenous cosmologies, Indigenous land rights, and language as key aspects of Land Education. The book invites readers to rethink 'pedagogies of place' from various Indigenous, postcolonial, and decolonizing perspectives. This book was originally published as a special issue of Environmental Education Research.
Author: Dale Turner
Publisher: University of Toronto Press
ISBN: 1442690798
Category : Philosophy
Languages : en
Pages : 193
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Book Description
How can indigenous people best assert their legal and political distinctiveness? In This is Not a Peace Pipe, Dale Turner explores indigenous intellectual culture and its relationship to, and within, the dominant Euro-American culture. He contends that indigenous intellectuals need to engage the legal and political discourses of the state, respecting both indigenous philosophies and Western European intellectual traditions. According to Turner, the intellectual conversation about the meaning of indigenous rights, sovereignty, and nationhood must begin by recognizing, firstly, that the discourses of the state have evolved with very little if any participation from indigenous peoples and, secondly, that there are unique ways of understanding the world embedded in indigenous communities. Further, amongst indigenous peoples, a division of intellectual labour must be invoked between philosophers, who possess and practice indigenous forms of knowledge, and those who have been educated in the universities and colleges of the Euro-American world. This latter group, Turner argues, must assert, protect, and defend the integrity of indigenous rights, sovereignty, and nationhood, as they are the ones able to 'speak the language' of the dominant culture while being guided by their indigenous philosophies. This is Not a Peace Pipe is a work that will be controversial amongst indigenous scholars by upsetting the assumptions many have about how best to fight for recognition of their legal and political distinctiveness. It will be debated for years to come.
Author: Shirley R. Steinberg
Publisher: SAGE
ISBN: 1526486474
Category : Education
Languages : en
Pages : 2489
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Book Description
**Winner of a 2022 American Educational Studies Association Critics′ Choice Book Award** This extensive Handbook brings together different aspects of critical pedagogy in order to open up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating common philosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections: Part 1: Social Theories of Critical Pedagogy Part 2: Seminal Figures in Critical Pedagogy Part 3: Transnational Perspectives and Critical Pedagogy Part 4: Indigenous Perspectives and Critical Pedagogy Part 5: On Education Part 6: In Classrooms Part 7: Critical Community Praxis Part 8: Reading Critical Pedagogy, Reading Paulo Freire Part 9: Communication, Media and Popular Culture Part 10: Arts and Aesthetics Part 11: Critical Youth Pedagogies Part 12: Technoscience, Ecology and Wellness The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies
