This book makes a strong case for the inclusion of Indigenous Elders’ cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students. This book provides opportunities for exploring the decolonization of educational approaches. It promotes the synthesis of multiple types of knowledge and ways of knowing by making a case for the incorporation of Indigenous knowledges and Indigenous Elders as teachers in learning spaces. The book is of interest to educators, students, and researchers of Indigenous knowledge and decolonizing education. Additionally, it is important for educational policy makers, especially those engaged in looking for strategic solutions to bridging educational disparities and gaps for Indigenous, Black, Latinx and other minority learners.
Author(s): George J. Sefa Dei, Wambui Karanja, Grace Erger
Series: Critical Studies of Education, 16
Publisher: Springer
Year: 2022
Language: English
Pages: 237
City: Cham
Acknowledgments
Contents
Chapter 1: Introduction
1.1 Land Acknowledgement
1.2 Situating Ourselves
George J. Sefa Dei
Wambui Karanja
Grace Erger
1.3 An Introduction to Colonial Education in Canada and a Proposal for Decolonization
1.4 A Note on Methodology
References
Chapter 2: Articulating the Epistemic Challenge
References
Chapter 3: Colonial Education in the Canadian Context
3.1 The Coloniality of School and Schooling
3.2 Eurocentric Curriculum in Education
3.3 Eurocentric Pedagogy and Praxis
3.4 English Language and Colonial Education
3.5 The Spatial Geography of the School as a Site of Colonial Education
3.6 Racism and the Culture of Whiteness in Educational Policy and Delivery
References
Chapter 4: Responding to the Epistemic Challenge – A Decolonial Project
4.1 Anti-Colonialism and Decolonization – Oppositional, Subversive and Resistant Frameworks
4.2 The Question of Indigeneity
4.3 Indigenous Definitions of Self-Indigeneity
4.4 Indigeneity: Diasporic and Transnational Contexts
4.5 Indigeneity and the African Worldview
4.6 African Indigeneity and Subjectivity – The Discursive Subject
4.7 Indigenous African Cultural Knowledges
4.8 Indigenous African Pedagogy
References
Chapter 5: Land as Indigenous Epistemology
5.1 The Interplay of Land, Indigenous Knowledges and Epistemologies
5.2 Land as Indigenous Pedagogy
5.3 Land, Indigenous Spirituality and Healing
5.4 Land, Indigenous Culture, Language and Identity
5.5 Indigenous Education as Decolonial Praxis
References
Chapter 6: The Role of Elders and Their Cultural Knowledges in Schools
6.1 Conceptions of Indigenous Eldership
6.2 Eldership in the African Context
6.3 Elders’ Cultural Knowledges
6.4 Community Perspectives on the Role of Elders
6.5 Situating Elders’ Cultural Knowledges in Schools
6.6 Learning, Schooling and Education – Some Definitional Issues
6.7 Entrenching Indigenous Curriculums and Pedagogies
6.8 Land as Pedagogy in Indigenous Education
6.9 Incorporating and Integrating Elders’ Cultural Knowledges into Schools
References
Chapter 7: Making the Case for the Incorporation of African Indigenous Elders and their Cultural Knowledges into Schools
7.1 Community Perspectives on the Incorporation of Elders into Schools
References
Chapter 8: Some Best Practices on Incorporating Elders into Schools
8.1 Community Perspectives on How to Integrate Elders into Schools
References
Chapter 9: The Challenges of Incorporating Elders into Schools
9.1 The Role of Indigenous Languages in Schools – Challenges and Opportunities
9.2 Implications for Education and Educational Policies
9.3 Community Perspectives on the Challenges of Integrating Elders into Schools
References
Chapter 10: Conclusion: Imagining New Indigenous Educational Futurities
10.1 Recommendations for Moving Forward
10.2 Conclusion
References
Index
