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

Part of the Critical Studies of Education Book Series (volume 16)

DOI: 10.1007/978-3-030-84201-7

ISBN: 978-3-030-84200-0

Publisher: Springer International Publishing - Springer Journals

Jan 3, 2022

1 - 10 of 10 Chapters

LitStream

Chapter 1Introduction

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 1 –36

[We would like to start this book by offering a Land acknowledgement. Although a book by its very nature transcends boundaries and borders, this book was written on the Land that is currently known as Toronto by three authors who live and work here. As we think through, write about, and try to...
LitStream

Chapter 2Articulating the Epistemic Challenge

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 37 –49

[Although educational theory and praxis have been extensively studied, the bulk of the research has focused on Western theories of education and educational philosophies. These ideologies are premised on Western theories of knowledge and knowledge production and pedagogies that have tended to...
LitStream

Chapter 3Colonial Education in the Canadian Context

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 51 –77

[Colonial education in Canada has been underpinned by Eurocentric ideologies of European ethno-superiority born out of the nineteenth century belief in the moral and cultural superiority of Europe. Settler colonialism imposed colonial theories of knowledge that privileged and superiorized...
LitStream

Chapter 4Responding to the Epistemic Challenge – A Decolonial Project

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 79 –111

[The integration of Elders’ cultural knowledges in schools is anchored in anti-colonial and decolonial frames of reference as a counter-hegemonic subversive, oppositional, and resistant endeavor to reclaim Indigenous knowledges and ways of learning from the colonial stranglehold for the benefit...
LitStream

Chapter 5Land as Indigenous Epistemology

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 113 –126

[In Western thought, Land is theorized almost exclusively through its physicality and its affordances without any epistemological or pedagogical significance for educational purposes. It is conceived of as a space that is empty and abstract, that is free, available, or un/occupied. However, in...
LitStream

Chapter 6The Role of Elders and Their Cultural Knowledges in Schools

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 127 –151

[Among the many pathways for decolonizing colonial education is the incorporation of Elders’ cultural knowledges into schools. Indigenous Elders are holders and teachers of Indigenous knowledges and teachings about Land, culture, identity, language and community history, spirituality and the...
LitStream

Chapter 7Making the Case for the Incorporation of African Indigenous Elders and their Cultural Knowledges into Schools

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 153 –174

[The integration of Indigenous perspectives into schools has been viewed as a positive influence for all learners and specifically works to make education and schooling more relevant to Indigenous, Black, Latinx, and other racialized students. Bringing Elders into schools and incorporating their...
LitStream

Chapter 8Some Best Practices on Incorporating Elders into Schools

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 175 –187

[Indigenous people in Canada, Africa and other colonial destinations have resisted colonial domination and hegemony in many different forms since the very beginning of the colonial encounter. Furthermore, they have not been passive consumers of Western education and have always resisted, and...
LitStream

Chapter 9The Challenges of Incorporating Elders into Schools

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 189 –208

[Like all other forms of resistance to colonial domination and hegemony, the integration of Indigenous Elders and their cultural knowledges into schools is not without challenges. Integration does not take place on neutral ground as the school is a contested colonial landscape peppered with...
LitStream

Chapter 10Conclusion: Imagining New Indigenous Educational Futurities

Dei, George J. Sefa; Karanja, Wambui; Erger, Grace

Pages: 209 –218

[This book has attempted to highlight the historical origins of colonial education in Canada and interrogate the contemporary delivery of education in how it impacts the educational outcomes of Black, Indigenous, Latinx, and other racialized learners. We have also attempted to illuminate the role...

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