Ladislaus M. Semali and Joe L. Kincheloe's edited book, What is Indigenous Knowledge?: Voices from the Academy not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.…mehr
Ladislaus M. Semali and Joe L. Kincheloe's edited book, What is Indigenous Knowledge?: Voices from the Academy not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ladislaus M. Semali is Associate Professor of Education at the Pennsylvania State University. Originally from Tanzania, his major areas of research are language, media, and literacy education. He is currently the Director of the Interinstitutional Consortium for Indigenous Knowledge. He is author of Postliteracy inthe Age of Democracy and co-edited Intermediality: The Teachers' Handbook of Critical Media Literacy. Joe L.Kincheloe teaches Pedagogy and Cultural Studies at the Pennsylvania State University. Currently he is Belle Zeller Visiting Chair of Public Policy and Administration at CUNY Brooklyn College. He is the author of numerous books, including Teachers as Researchers: QualitativePaths to Empowerment and Toil and Trouble: Good Work,Smart Workers and the Integration of Academic andVocational Education
Inhaltsangabe
Preface: Decolonizing Indigenous Knowledge Donaldo Macedo Introduction: What is Indigenous Knowledge and Why Should We Study It? Ladislaus M. Semali and Joe L. Kincheloe Indigenous Knowledge and Schooling: A Continnum Between Conflict and Dialogue Mahia Maurial Indigenous Knowledge as a Component of the School Currriculum June M. George Community as Classroom: (Re)Valuing Indigenous Literacy Ladislaus M. Semali Science Education in Nonwestern Cultures: Towards a Theory of Collateral Learning Olugbemiro J. Jegede Indigenous Knowledge, Indigenous Learning, Indigenous Research Jill Abdullah and Ernie Stringer Indigenous Knowledge Systems Ecological Literacy Through Initiation into People's Science Madhu Suri Prakash Indigenous Knowledge and Ethnomathematics Approach in the Brazilian Landless People Education Gelsa Knijnik Indigenous Music Education in Africa Clemente K. Abrokwaa The Inseparable Link Between Intellectual and Spiritual Formation in Indigenous Knowledge and Education: A Case Study in Tanzania R. Sambuli Mosha Indigenous Languages in the School Curriculum: What Happened to Kiswahili in Kenya? Lucy Mule Indigenous Knowledge Systems for an Alternative Culture in Science: The Role of Nutritionists in Africa Robert K. N. Mwadime Agricultural Extension Education and the Transfer of Knowledge in an Egyptian Oasis Anne M. Parrish Indigenous People's Knowledge and Education: A Tool for Development Rodney Reynar Local Knowledge Systems and Vocational Education in Developing Countries Consuelo Quiroz Indigenous Knowledge, Historical Amnesia and Intellectual Authority: Deconstructing Hegemony and the Social and Political Implications of the Curricular Other Frances V. Rains Indigenous Knowledge: An Interpretation of Views from Indigenous Peoples Marcel Viergever About the Editors and Contributors Index
Preface: Decolonizing Indigenous Knowledge Donaldo Macedo Introduction: What is Indigenous Knowledge and Why Should We Study It? Ladislaus M. Semali and Joe L. Kincheloe Indigenous Knowledge and Schooling: A Continnum Between Conflict and Dialogue Mahia Maurial Indigenous Knowledge as a Component of the School Currriculum June M. George Community as Classroom: (Re)Valuing Indigenous Literacy Ladislaus M. Semali Science Education in Nonwestern Cultures: Towards a Theory of Collateral Learning Olugbemiro J. Jegede Indigenous Knowledge, Indigenous Learning, Indigenous Research Jill Abdullah and Ernie Stringer Indigenous Knowledge Systems Ecological Literacy Through Initiation into People's Science Madhu Suri Prakash Indigenous Knowledge and Ethnomathematics Approach in the Brazilian Landless People Education Gelsa Knijnik Indigenous Music Education in Africa Clemente K. Abrokwaa The Inseparable Link Between Intellectual and Spiritual Formation in Indigenous Knowledge and Education: A Case Study in Tanzania R. Sambuli Mosha Indigenous Languages in the School Curriculum: What Happened to Kiswahili in Kenya? Lucy Mule Indigenous Knowledge Systems for an Alternative Culture in Science: The Role of Nutritionists in Africa Robert K. N. Mwadime Agricultural Extension Education and the Transfer of Knowledge in an Egyptian Oasis Anne M. Parrish Indigenous People's Knowledge and Education: A Tool for Development Rodney Reynar Local Knowledge Systems and Vocational Education in Developing Countries Consuelo Quiroz Indigenous Knowledge, Historical Amnesia and Intellectual Authority: Deconstructing Hegemony and the Social and Political Implications of the Curricular Other Frances V. Rains Indigenous Knowledge: An Interpretation of Views from Indigenous Peoples Marcel Viergever About the Editors and Contributors Index
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