Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in EducationSome Best Practices on Incorporating Elders into Schools

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education: Some... [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 continue to resist, colonial education despite the pervasive brutality and violence of Western education. The involvement of Indigenous Elders in schools, delivering Land-based education, is just one example of contemporary resistance to on-going colonial education in Canada. Many examples of the decolonization of education, often through forms of Indigenous resurgence and the Indigenization of the curriculum, exist among Indigenous communities globally. Programs aimed at Indigenization foster epistemic pluralism and multicentricity in educational praxis, knowledge production and validation. The integration of Elders’ cultural knowledges as a decolonizing endeavour helps Black, Indigenous, Latinx, and other racialized students achieve within a colonial context, and gives them the knowledge they need to question and potentially transform the education that they are receiving.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in EducationSome Best Practices on Incorporating Elders into Schools

Download PDF
12 pages

Loading next page...
 
/lp/springer-journals/elders-cultural-knowledges-and-the-question-of-black-african-ZFtTTdqK7R

References (11)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
ISBN
978-3-030-84200-0
Pages
175 –187
DOI
10.1007/978-3-030-84201-7_8
Publisher site
See Chapter on Publisher Site

Abstract

[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 continue to resist, colonial education despite the pervasive brutality and violence of Western education. The involvement of Indigenous Elders in schools, delivering Land-based education, is just one example of contemporary resistance to on-going colonial education in Canada. Many examples of the decolonization of education, often through forms of Indigenous resurgence and the Indigenization of the curriculum, exist among Indigenous communities globally. Programs aimed at Indigenization foster epistemic pluralism and multicentricity in educational praxis, knowledge production and validation. The integration of Elders’ cultural knowledges as a decolonizing endeavour helps Black, Indigenous, Latinx, and other racialized students achieve within a colonial context, and gives them the knowledge they need to question and potentially transform the education that they are receiving.]

Published: Jan 3, 2022

Keywords: Best practices; Africa; Indigenization of education; Indigenous resurgence; African-centered approach to land education; Decolonization of education through the Indigenization; Multicentricity; Community perspectives; Validation

There are no references for this article.