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

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education:... [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 challenge the colonial nature of education in Canada and in colonial locations around the world, we are cognizant of the fact that while we believe that a decolonization of the mind and Indigenization of the school curriculum through the implementation of African Elders and their Indigenous knowledges is of great importance, decolonization is also primarily about the Land, and the repatriation of Land to those Indigenous peoples who have cared for it long before our arrival here. As Tuck and Yang (2012) remind us, “decolonization is not a metaphor,” and when we treat it as if it were “it kills the very possibility of decolonization; it recenters whiteness, it resettles theory, it extends innocence to the settler, it entertains a settler future” (p.3). The colonial nature of education in Canada, and in settler colonial states around the world, cannot be understood, addressed, or reckoned with unless the question of Land is considered and addressed simultaneously.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

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

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References (31)

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
1 –36
DOI
10.1007/978-3-030-84201-7_1
Publisher site
See Chapter on Publisher Site

Abstract

[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 challenge the colonial nature of education in Canada and in colonial locations around the world, we are cognizant of the fact that while we believe that a decolonization of the mind and Indigenization of the school curriculum through the implementation of African Elders and their Indigenous knowledges is of great importance, decolonization is also primarily about the Land, and the repatriation of Land to those Indigenous peoples who have cared for it long before our arrival here. As Tuck and Yang (2012) remind us, “decolonization is not a metaphor,” and when we treat it as if it were “it kills the very possibility of decolonization; it recenters whiteness, it resettles theory, it extends innocence to the settler, it entertains a settler future” (p.3). The colonial nature of education in Canada, and in settler colonial states around the world, cannot be understood, addressed, or reckoned with unless the question of Land is considered and addressed simultaneously.]

Published: Jan 3, 2022

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