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Palgrave Macmillan

Indigenous Concepts of Education

Toward Elevating Humanity for All Learners

ISBN 9781137382177
Publication Date August 2014
Formats Hardcover Ebook (EPUB) Ebook (PDF) 
Publisher Palgrave Macmillan
Series Postcolonial Studies in Education

This volume provides social, political, and philosophical perspectives on the creation, nature, use, and ultimately, the value of indigenous concepts of education. Scholars examine concepts of education from indigenous cultures around the world, including knowledge traditions, ways of knowing, and cultural virtues. They explore in depth how these concepts are formed by communities and serve as drivers for these communities' aspirations and investigate how these ideas and Western concepts interact. Showcasing communities and contexts from North America, Africa, and Australia as arenas of knowledge production, the writers create from these analyses of varied cultures a robust theory of the implications of indigenous knowledge for wider and deeper understandings of education.

Berte van Wyk is Associate Professor of Education Policy Studies at Stellenbosch University, South Africa.

Dolapo Adeniji-Neill is Assistant Professor of Curriculum and Instruction in the Ruth S. Ammon School of Education at Adelphi University, USA.

Foreword; Carol Lee
Introduction; Berte van Wyk and Dolapo Adeniji-Neill
1. Khosian Indigenous Educational System and the Construction of Modern Khosian Identities; Berte van Wyk
2. Imagined Geographies and the Construction of the Campesino and Jíbaro Identities; Bethsaida Nieves
3. How Indigenous Concepts Guide Education in Different Contexts: Tsilhqot'in Culture Course Development; Titi I. Kunkel and Blanca Schorcht
4. Self-Determination and the Indian Act: The Erosion of Indigenous Identity; Georgina Martin
5. "Being at Home in the World": Philosophical Reflections with Aboriginal Teachers; Marjorie O'Loughlin
6. Indigenous Relatedness Within Educational Contexts; Frances Kay Holmes
7. Indigenous Knowledge, Muslim Education, and Cosmopolitanism: In Pursuit of Knowledge Without Borders; Nuraan Davids and Yusef Waghid
8. Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness; Vonzell Agosto, Omar Salaam, and Donna Elam
9. Taking an Indigenist Approach to Research: Engaging Wise Ways of Knowing Towards a Vision of Stl'atl'imicw Education; Joyce Schneider (Kicya7)
10. The Politics of Loyalty and Dismantling Past-Present Knowing; Ingrid Tufvesson
11. I Will Chant Homage to the Orisa: Oriki (Praise Poetry) and the Yoruba Worldview; Dolapo Adeniji-Neill
12. Containing Interwoven Histories: Indigenous Basket Weaving in Art Education; Courtney Lee Weida
13. An African Philosophy for Children: In Defence of Hybridity; Amasa Philip Ndofirepi
14. Language Ideology and Policy in an American "Hot Spot": Perspectives on Native American Language Education; J. Taylor Tribble
Conclusion; Berte van Wyk and Dolapo Adeniji-Neill

Carol Lee, Northwestern University, USA
Bethsaida Nieves, University of Wisconsin - Madison, USA
Titi I. Kunkel, University of Northern British Columbia, Canada
Blanca Schorcht, University of Northern British Columbia, Canada
Georgina Martin, University of British Columbia, Canada
Marjorie O'Loughlin, University of Sydney, Australia
Frances Kay Holmes, University of california, Davis, USA
Nuraan Davids, Stellenbosch University, South Africa
Yusef Waghid, University of Stellenbosch, South Africa
Vonzell Agosto, University of South Florida, USA
Omar Salaam, University of South Florida, USA
Donna Elam, University of South Florida, USA
Joyce Schneider (Kicya7), Nicola Valley Institute of Technology, Canada
Ingrid Tufvesson, South Africa
Courtney Lee Weida, Adelphi University, USA
Amasa Philip Ndofirepi, Wits University, South Africa
J. Taylor Tribble, University of Oklahoma, USA


'This exciting volume adds to the growing body of studies and theory on indigenous knowledge and indigenous epistemology in the social sciences, especially education. Situated within a critical theoretical paradigm, the editors and authors address the significance of indigenous perspectives and concepts in knowledge creation and their potential for rethinking public education in several cultural settings in Africa, Australia, Canada, and the USA. Anyone concerned with the relevance of indigenous epistemology in guiding education needs to read this book.' - Karen Ann Watson-Gegeo, Anthropologist in Education, University of California, Davis, USA
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