Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts (eBook, ePUB)

Towards More Balanced Curricular Representations and Classroom Practices
Redaktion: Abdou, Ehaab; Zervas, Theodore

• Format: ePub

Produktbeschreibung

This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.

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Produktdetails

• Verlag: Taylor & Francis
• Erscheinungstermin: 1. August 2024
• Englisch
• ISBN-13: 9781040095850
• Artikelnr.: 72284921

Autorenporträt

Ehaab D. Abdou is an Assistant Professor in the Department of Global Studies at Wilfrid Laurier University, Canada. Theodore G. Zervas is a Professor in the School of Education at North Park University, USA.

Inhaltsangabe

Introduction-Historical and Living Indigenous Wisdom Traditions in
Contention: Why This Edited Volume? 1. Exploring Historical Roots of the
Chasm and Its Modern Manifestations and (Re)Productions 2. Representing
Ancient Belief Systems to Fit National Constructs: Albanian and Greek
School Curricula and Textbooks in Transition 3. Reconciling with the
Ancient Greeks: Ancient Greek Religion and Greek Identity in the Early
Greek School Textbook 4. What Has Been Lost?: Tracing the Religious
Diversity of Anatolia over Discourses in Contemporary Secondary Education
Curriculum of Türkiye 5. An Analysis of Afghanistan's 1-12 Education
Curricula and its Treatment of Non-Abrahamic Belief Systems 6.
Irreconcilable Narratives? Textual Representations of Zoroastrians in
Iranian Textbooks and Their Experiences in Iran 7. Keeping the Balance:
Reflections on Religion Education in Upper Secondary School in Sweden 8.
Incorporating Indigenous Knowledge Within Mathematics and Technology
Education: Teachers' Beliefs and Experiences of How Culturally-Based
Activities Shaped Their Spirituality, Identities, Worldviews and Attitudes
9. Moral Regeneration, Multi-Faith Perspectives, and Intercultural Exchange
Representations in Zimbabwe's Religious Education Curricula and Textbooks
10. Conclusion - Proposing a Typology to Deconstruct Representations of
Historical and Living Wisdom Traditions, and Ways to Foster Dialogue and
Reconciliation Efforts