Indigenous Concepts of Education

Toward Elevating Humanity for All Learners
Herausgegeben:Loparo, Kenneth A.; Van Wyk, Berte

• Gebundenes Buch

Produktbeschreibung

Featuring in-depth examinations of concepts of knowing, learning, and education from a range of cultures worldwide, this book offers a rich theory of indigenous concepts of education, their relation to Western concepts, and their potential for creating education that articulates the aspirations of communities and fosters humanity for all learners.

Produktdetails

• Postcolonial Studies in Education
• Verlag: Palgrave Macmillan / Palgrave Macmillan US / Springer Palgrave Macmillan
• Artikelnr. des Verlages: 978-1-137-38217-7
• 2014
• Seitenzahl: 262
• Erscheinungstermin: 20. August 2014
• Englisch
• Abmessung: 216mm x 142mm x 20mm
• Gewicht: 473g
• ISBN-13: 9781137382177
• ISBN-10: 1137382171
• Artikelnr.: 41398486

Autorenporträt

Carol Lee, Northwestern University, USA Bethsaida Nieves, University of Wisconsin - Madison, USA Titi I. Kunkel, University of Northern British Columbia, Canada Blanca Schorcht, University of Northern British Columbia, Canada Georgina Martin, University of British Columbia, Canada Marjorie O'Loughlin, University of Sydney, Australia Frances Kay Holmes, University of california, Davis, USA Nuraan Davids, Stellenbosch University, South Africa Yusef Waghid, University of Stellenbosch, South Africa Vonzell Agosto, University of South Florida, USA Omar Salaam, University of South Florida, USA Donna Elam, University of South Florida, USA Joyce Schneider (Kicya7), Nicola Valley Institute of Technology, Canada Ingrid Tufvesson, South Africa Courtney Lee Weida, Adelphi University, USA Amasa Philip Ndofirepi, Wits University, South Africa J. Taylor Tribble, University of Oklahoma, USA

Inhaltsangabe

Foreword; Carol Lee Introduction; Berte van Wyk and Dolapo Adeniji-Neill PART I: EDUCATION AND IDENTITY 1. Khosian Indigenous Educational System and the Construction of Modern Khosian Identities; Berte van Wyk 2. Imagined Geographies and the Construction of the Campesino and Jíbaro Identities; Bethsaida Nieves 3. How Indigenous Concepts Guide Education in Different Contexts: Tsilhqot'in Culture Course Development; Titi I. Kunkel and Blanca Schorcht 4. Self-Determination and the Indian Act: The Erosion of Indigenous Identity; Georgina Martin PART II: KNOWLEDGES AND EPISTEMOLOGIES 5. "Being at Home in the World": Philosophical Reflections with Aboriginal Teachers; Marjorie O'Loughlin 6. Indigenous Relatedness Within Educational Contexts; Frances Kay Holmes 7. Indigenous Knowledge, Muslim Education, and Cosmopolitanism: In Pursuit of Knowledge Without Borders; Nuraan Davids and Yusef Waghid 8. Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness; Vonzell Agosto, Omar Salaam, and Donna Elam 9. Taking an Indigenist Approach to Research: Engaging Wise Ways of Knowing Towards a Vision of Stl'atl'imicw Education; Joyce Schneider (Kicya7) 10. The Politics of Loyalty and Dismantling Past-Present Knowing; Ingrid Tufvesson PART III: CULTURE, HISTORIES AND LANGUAGE 11. I Will Chant Homage to the Orisa: Oriki (Praise Poetry) and the Yoruba Worldview; Dolapo Adeniji-Neill 12. Containing Interwoven Histories: Indigenous Basket Weaving in Art Education; Courtney Lee Weida 13. An African Philosophy for Children: In Defence of Hybridity; Amasa Philip Ndofirepi 14. Language Ideology and Policy in an American "Hot Spot": Perspectives on Native American Language Education; J. Taylor Tribble Conclusion; Berte van Wyk and Dolapo Adeniji-Neill

Rezensionen

'This exciting volume adds to the growing body of studies and theory on indigenous knowledge and indigenous epistemology in the social sciences, especially education. Situated within a critical theoretical paradigm, the editors and authors address the significance of indigenous perspectives and concepts in knowledge creation and their potential for rethinking public education in several cultural settings in Africa, Australia, Canada, and the USA. Anyone concerned with the relevance of indigenous epistemology in guiding education needs to read this book.' - Karen Ann Watson-Gegeo, Anthropologist in Education, University of California, Davis, USA