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Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education

  • Book
  • © 2022

Overview

Authors:
  1. George J. Sefa Dei

    1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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  2. Wambui Karanja

    1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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  3. Grace Erger

    1. University of Toronto, Toronto, Canada

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  • Challenges epistemic dominance of Eurocentric paradigms in education
  • Provides a platform for integration/synthesis of different knowledge
  • Promotes the validity of indigenous cultural knowledge

Part of the book series: Critical Studies of Education (CSOE, volume 16)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xi
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  2. Introduction

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 1-36

  3. Articulating the Epistemic Challenge

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 37-49

  4. Colonial Education in the Canadian Context

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 51-77

  5. Responding to the Epistemic Challenge – A Decolonial Project

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 79-111

  6. Land as Indigenous Epistemology

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 113-126

  7. The Role of Elders and Their Cultural Knowledges in Schools

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 127-151

  8. Making the Case for the Incorporation of African Indigenous Elders and their Cultural Knowledges into Schools

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 153-174

  9. Some Best Practices on Incorporating Elders into Schools

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 175-187

  10. The Challenges of Incorporating Elders into Schools

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 189-208

  11. Conclusion: Imagining New Indigenous Educational Futurities

    • George J. Sefa Dei, Wambui Karanja, Grace Erger
    Pages 209-218

  12. Back Matter

    Pages 219-226
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Keywords

About this book

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.

Authors and Affiliations

  • Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

    George J. Sefa Dei, Wambui Karanja

  • University of Toronto, Toronto, Canada

    Grace Erger

Bibliographic Information

  • Book Title: Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education

  • Authors: George J. Sefa Dei, Wambui Karanja, Grace Erger

  • Series Title: Critical Studies of Education

  • DOI: https://doi.org/10.1007/978-3-030-84201-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

  • Hardcover ISBN: 978-3-030-84200-0Published: 04 January 2022

  • Softcover ISBN: 978-3-030-84203-1Published: 05 January 2023

  • eBook ISBN: 978-3-030-84201-7Published: 03 January 2022

  • Series ISSN: 2543-0467

  • Series E-ISSN: 2543-0475

  • Edition Number: 1

  • Number of Pages: XI, 226

  • Topics: Education, general, Social Sciences, general, Anthropology, History, general, Political Science

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