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This book critically examines how race is constructed globally to
intersect gender, class, sexuality, language ability and religion
and answers some very important questions, like how does anti-black
racism manifest itself within various contexts? Chapters in the
book use the 'Black and White paradigm' as a lens for critical race
analysis examining how, for example, the saliency of race and
Blackness shape the 'post-colony', as well as the various 'post'
colonial nations. The paradigm centers Whiteness as the lens of
defining what and what is different. The negative portrayal of
difference is anchored in the sanctity of Whiteness. It is through
such analysis that we can understand how historically colour has
been a permanent marker of differentiation even though it has not
been the only one. It is through conversations and dialogue in the
classroom that the book was created; given the current political
shift in American and the rise of Anti-Blackness, anti-Indigeneity,
Islamophobia and xenophobia. The book critically examines White
supremacy, racialization of gender, "post-racial" false narratives,
and other contemporary issues surrounding race.
This book grounds particular struggles at the curious interface of
skin, body, psyche, hegemonies and politics. Specifically, it adds
to current [re]theorizations of Blackness, anti-Blackness and Black
solidarities, through anti-colonial and decolonial prisms. The
discussion challenges the reductionism of contemporary polity of
Blackness in regards to capitalism/globalization, particularly when
relegated to the colonial power and privileged experiences of
settler. The book does so by arguing that this practice perpetuates
procedures of violence and social injustice upon Black and African
peoples. The book brings critical readings to Black racial
identity, representation and politics informed by pertinent
questions: What are the tools/frameworks Black peoples in
Euro-American/Canadian contexts can deploy to forge community and
solidarity, and to resist anti-Black racism and other social
oppressions? What critical analytical tools can be developed to
account for Black lived experiences, agency and resistance? What
are the limits of the tools or frameworks for anti-racist,
anti-colonial work? How do such critical tools or frameworks of
Blackness and anti-Blackness assist in anti-racist and
anti-colonial practice? The book provides new coordinates for
collective and global mobilization by troubling the politics of
"decolonizing solidarity" as pointing to new ways for forging
critical friends and political workers. The book concludes by
offering some important lessons for teaching and learning about
Blackness and anti-Blackness confronting some contemporary issues
of schooling and education in Euro-American contexts, and
suggesting ways to foster dialogic and generative forums for such
critical discussions.
This book grounds particular struggles at the curious interface of
skin, body, psyche, hegemonies and politics. Specifically, it adds
to current [re]theorizations of Blackness, anti-Blackness and Black
solidarities, through anti-colonial and decolonial prisms. The
discussion challenges the reductionism of contemporary polity of
Blackness in regards to capitalism/globalization, particularly when
relegated to the colonial power and privileged experiences of
settler. The book does so by arguing that this practice perpetuates
procedures of violence and social injustice upon Black and African
peoples. The book brings critical readings to Black racial
identity, representation and politics informed by pertinent
questions: What are the tools/frameworks Black peoples in
Euro-American/Canadian contexts can deploy to forge community and
solidarity, and to resist anti-Black racism and other social
oppressions? What critical analytical tools can be developed to
account for Black lived experiences, agency and resistance? What
are the limits of the tools or frameworks for anti-racist,
anti-colonial work? How do such critical tools or frameworks of
Blackness and anti-Blackness assist in anti-racist and
anti-colonial practice? The book provides new coordinates for
collective and global mobilization by troubling the politics of
"decolonizing solidarity" as pointing to new ways for forging
critical friends and political workers. The book concludes by
offering some important lessons for teaching and learning about
Blackness and anti-Blackness confronting some contemporary issues
of schooling and education in Euro-American contexts, and
suggesting ways to foster dialogic and generative forums for such
critical discussions.
This collection of essays invites readers to think through critical
questions concerning anti-racism education, such as: How does
anti-racism education centre race as an analytic and simultaneously
work with multiple sites of oppression, without reifying
hierarchies of difference? How can anti-racism education be
engaged to speak to historical questions of power and privilege,
within conventional schooling practices? How do we recognize
anti-racism education in its many iterations? In this book the
authors explore the knowledge that constitutes anti-racism
education and the ways in which knowledge constitutive of
anti-racism education becomes embodied through particular
pedagogues. The authors are anti-racism educators with experiences
in diverse settings: the chapters cover various fields and
socio-historic geographies, address contemporary educational
issues, and are situated within personal-political, historical and
philosophical conversations. Anti-racism education is a discursive
stance and steeped in politics that shape and are shaped by
everyday conversations, theories, and practices. The essays in this
collection work through many of the possibilities and limitations
of engaging in counter-hegemonic education for transformative
learning. Readers will discover lived experiences, theory, practice
and critical reflexivity.
This collection of essays invites readers to think through
critical questions concerning anti-racism education, such as: How
does anti-racism education centre race as an analytic and
simultaneously work with multiple sites of oppression, without
reifying hierarchies of difference?How can anti-racism education be
engaged to speak to historical questions of power and privilege,
within conventional schooling practices? How do we recognize
anti-racism education in its many iterations?
In this book the authors explore the knowledge that constitutes
anti-racism education and the ways in which knowledge constitutive
of anti-racism education becomes embodied through particular
pedagogues. The authors are anti-racism educators with experiences
in diverse settings: the chapters cover various fields and
socio-historic geographies, address contemporary educational
issues, and are situated within personal-political, historical and
philosophical conversations.
Anti-racism education is a discursive stance and steeped in
politics that shape and are shaped by everyday conversations,
theories, and practices. The essays in this collection work through
many of the possibilities and limitations of engaging in
counter-hegemonic education for transformative learning. Readers
will discover lived experiences, theory, practice and critical
reflexivity."
One is always struck by the brilliant work of George Sefa Dei but
nothing so far has demonstrated his pedagogical leadership as much
as the current project. With a sense of purpose so pure and so
thoroughly intellectual, Dei shows why he must be credited with
continuing the motivation and action for justice in education. He
has produced in this powerful volume, Teaching Africa, the same
type of close reasoning that has given him credibility in the
anti-racist struggle in education. Sustaining the case for the
democratization of education and the revising of the pedagogical
method to include Indigenous knowledge are the twin pillars of his
style. A key component of this new science of pedagogy is the
crusade against any form of hegemonic education where one group of
people assumes that they are the masters of everyone else. Whether
this happens in South Africa, Canada, United States, India, Iraq,
Brazil, or China, Dei's insights suggest that this hegemony of
education in pluralistic and multi-ethnic societies is a false
construction. We live pre-eminently in a world of co-cultures, not
cultures and sub-cultures, and once we understand this difference,
we will have a better approach to education and equity in the human
condition.
One is always struck by the brilliant work of George Sefa Dei but
nothing so far has demonstrated his pedagogical leadership as much
as the current project. With a sense of purpose so pure and so
thoroughly intellectual, Dei shows why he must be credited with
continuing the motivation and action for justice in education. He
has produced in this powerful volume, Teaching Africa, the same
type of close reasoning that has given him credibility in the
anti-racist struggle in education. Sustaining the case for the
democratization of education and the revising of the pedagogical
method to include Indigenous knowledge are the twin pillars of his
style. A key component of this new science of pedagogy is the
crusade against any form of hegemonic education where one group of
people assumes that they are the masters of everyone else. Whether
this happens in South Africa, Canada, United States, India, Iraq,
Brazil, or China, Dei's insights suggest that this hegemony of
education in pluralistic and multi-ethnic societies is a false
construction. We live pre-eminently in a world of co-cultures, not
cultures and sub-cultures, and once we understand this difference,
we will have a better approach to education and equity in the human
condition.
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.
It has been said that education in post-colonial Africa is in a
state of crisis. Policies and practices from Eurocentric colonial
regimes have carried over, intertwining with challenges inherent in
the new political and economic climate. Leaders have done little to
remedy the malfunctioning education system, and even where attempts
have been made, they have overwhelmingly been shaped by commercial
and capitalist interests. In New Directions in African Education,
Nombuso Dlamini has gathered essays from continental African
scholars who, before pursuing graduate studies in North America,
had first-hand experience with the education system in
post-colonial Africa. Their cross-cultural perspective has provided
a unique opportunity to critically examine education in the African
context and to present possible courses of action to reinvent its
future. These authors are in search of a new model for African
education - a model that embraces indigenous knowledge, helps
cultivate a greater sense of pride in people of African descent,
and, most importantly, serves local needs. With Contributions By:
Eva Aboagye Uzo Anucha Grace W. Bunyi George J. Sefa Dei S. Nombuso
Dlamini Zephania Matanga Selina Mushi Jacinta K. Muteshi Grace
Khwaya Puja
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.
Connecting cultures to educational settings is an essential
component of critical pedagogy. This book addresses many of the key
issues and challenges in decolonizing the African school
curriculum. It highlights important philosophical arguments on the
challenges and possibilities of achieving these goals in a
meaningful manner. Topics covered in the book include:
operationalizing the key terms of "inclusion" and "curriculum"
strategies for Africanizing the school curriculum, and the
implications of local knowledge for schooling reform. This book
also raises a variety of key questions: how do we frame an
inclusive anti-colonial African future and what is the nature of
the work required to collectively arrive at that future? what
education are learners of today going to receive and how will they
apply it to their schooling and work lives? how do we re-fashion
our work as African educators and learners to create more relevant
understandings of what it means to be human? how do we challenge
colonizing and imperializing relations of the academy? What are the
possibilities and limits of counter-visions of education? how do we
make school curricula inclusive through teaching, research and
graduate training in questions of Indigeneity and multi-centric
ways of knowing? The book identifies specific areas of an
"inclusive/decolonized curriculum agenda" through educational
programming and reform. It is essential reading to any student or
teacher concerned about understanding the many facets of an African
school curriculum.
One is always struck by the brilliant work of George Sefa Dei but
nothing so far has demonstrated his pedagogical leadership as much
as the current project. With a sense of purpose so pure and so
thoroughly intellectual, Dei shows why he must be credited with
continuing the motivation and action for justice in education. He
has produced in this powerful volume, Teaching Africa, the same
type of close reasoning that has given him credibility in the
anti-racist struggle in education. Sustaining the case for the
democratization of education and the revising of the pedagogical
method to include Indigenous knowledge are the twin pillars of his
style. A key component of this new science of pedagogy is the
crusade against any form of hegemonic education where one group of
people assumes that they are the masters of everyone else. Whether
this happens in South Africa, Canada, United States, India, Iraq,
Brazil, or China, Dei's insights suggest that this hegemony of
education in pluralistic and multi-ethnic societies is a false
construction. We live pre-eminently in a world of co-cultures, not
cultures and sub-cultures, and once we understand this difference,
we will have a better approach to education and equity in the human
condition.
Cartographies of Blackness and Black Indigeneities acknowledges the
saliency of Blackness in contemporary social formations, insisting
that how bodies are read is extremely important. The contributors
to this volume elicit or produce both tangible and intangible
social, political, material, spiritual and emotional effects and
consequences on Black and African bodies, globally. Cartographies
of Blackness and Black Indigeneities is a call to celebrate
Blackness in all its complexities, including race, ethnicity,
class, gender, sexuality, (dis)ability, spiritualities, and
geographies. Understanding Blackness is to insist on Black and
African political and cultural appreciation of the phenomenon
outside of Euro-colonial attempts to regulate and define how Black
and African bodies are perceived. This book intersperses
discussions of Blackness with Black racial identity and cultural
politics and the required responsibilities for the Global Black and
African populations to build viable communities utilizing our
differences-knowledges, cultures, politics, identities,
histories-as strengths.
Cartographies of Blackness and Black Indigeneities acknowledges the
saliency of Blackness in contemporary social formations, insisting
that how bodies are read is extremely important. The contributors
to this volume elicit or produce both tangible and intangible
social, political, material, spiritual and emotional effects and
consequences on Black and African bodies, globally. Cartographies
of Blackness and Black Indigeneities is a call to celebrate
Blackness in all its complexities, including race, ethnicity,
class, gender, sexuality, (dis)ability, spiritualities, and
geographies. Understanding Blackness is to insist on Black and
African political and cultural appreciation of the phenomenon
outside of Euro-colonial attempts to regulate and define how Black
and African bodies are perceived. This book intersperses
discussions of Blackness with Black racial identity and cultural
politics and the required responsibilities for the Global Black and
African populations to build viable communities utilizing our
differences-knowledges, cultures, politics, identities,
histories-as strengths.
To be able to promote effective anti-colonial and decolonial
education, it is imperative that educators employ indigenous
epistemologies that seek to threaten, replace and reimagine
colonial thinking and practice. Indigeneity and Decolonial
Resistance hopes to contribute to the search for a more radical
decolonial education and practice that allows for the coexistence
of, and conversation among, “multiple-epistemes.†The book
approaches the topics from three perspectives: the thought that our
epistemological frameworks must consider the body of the knowledge
producer, place, history, politics and contexts within which
knowledge is produced, that the anti-colonial is intimately
connected to decolonization, and by extension, decolonization
cannot happen solely through Western science scholarship, and that
the complex problems and challenges facing the world today defy
universalist solutions, but can still be remedied. Indigeneity and
Decolonial Resistance is an excellent text for use in a variety of
upper-division undergraduate and graduate classrooms. It is also a
valuable addition to the libraries of writers and researchers
interested in indigenous studies and decolonialism.
Fanon and Education: Thinking Through Pedagogical Possibilities
challenges conventional education to go beyond the formal
procedures of schooling to engage in the making of multiple
meanings of our world. Understanding education requires a holistic
approach that extends beyond contemporary classrooms. Education
must also be inclusive, addressing questions of difference,
diversity, and power, as conceptualized through the lens of class,
ethnicity, gender, disability, sexuality, religion, language, and
indigeneity. These issues are thought of in the context of Fanon's
oeuvre, to articulate a social theory and progressive educational
politics that can help us understand difference as political, as
well as, dominant schooling, as a form of internalized oppression,
that works differently on myriad bodies. Fanon and Education will
have a broad appeal to readers who want to engage Fanon's ideas in
the schooling and educational politics of change and
transformation. It should be read by all students, teachers,
educational practitioners, community activists and researchers.
This book will have a particular appeal for educators in teacher
training colleges, as well as for graduate instruction in
university departments of education, social work, and sociology.
In Centering African Proverbs, Indigenous Folktales, and Cultural
Stories in Curriculum, skilled experts George J. Sefa Dei and Mairi
McDermott develop effective ways of delivering education to the
evermore-diverse groups of learners in schools. This new edited
collection aims to improve educational practices in pluralistic
contexts by substantively engaging African proverbs, Indigenous
folktales, and cultural stories in curricular and pedagogical
decisions. Each contributor works with a different proverb,
folktale, or cultural story as a core text for a unique unit of
their design. Along with detailed notes for the instructor, each
contributor writes a reflection on the process of designing the
unit with anti-racism theory as a guiding principle. This
innovative volume will serve as a wonderful companion to courses
within Bachelor of Education, Masters of Education, and Masters of
Teaching programs across Canada and the United States.
African Proverbs as Epistemologies of Decolonization calls for a
rethinking of education by engaging African proverbs as valuable
and salient epistemologies for contemporary times. The book
addresses the pedagogic, instructional, and communicative relevance
of African proverbs for decolonizing schooling and education in
pluralistic contexts by questioning the instructional, pedagogic,
and communications lessons of these proverbs and how they can be
employed in the education of contemporary youth. It presents a
critical discursive analysis of proverbs from selected African
contexts, highlighting the underlying knowledge base that informs
these cultural expressions. Explore alongside the book the ways in
which these Indigenous teachings can be engaged by schools and
educators to further the objective of decolonizing education by
providing a framework for character education. This character-based
framework equips the learner to be knowledgeable about power,
equity, ethics and morality, and to develop a conscience for social
responsibility, as well as to embrace traditional notions of
self-discipline, probity, and hard work. This text goes beyond the
mere documentation of proverbs to tease out how embedded knowledge
and cultural referents in these knowledge bases and systems are
critical for transforming education for young learners today.
Connecting cultures to educational settings is an essential
component of critical pedagogy. This book addresses many of the key
issues and challenges in decolonizing the African school
curriculum. It highlights important philosophical arguments on the
challenges and possibilities of achieving these goals in a
meaningful manner. Topics covered in the book include:
operationalizing the key terms of "inclusion" and "curriculum"
strategies for Africanizing the school curriculum, and the
implications of local knowledge for schooling reform. This book
also raises a variety of key questions: how do we frame an
inclusive anti-colonial African future and what is the nature of
the work required to collectively arrive at that future? what
education are learners of today going to receive and how will they
apply it to their schooling and work lives? how do we re-fashion
our work as African educators and learners to create more relevant
understandings of what it means to be human? how do we challenge
colonizing and imperializing relations of the academy? What are the
possibilities and limits of counter-visions of education? how do we
make school curricula inclusive through teaching, research and
graduate training in questions of Indigeneity and multi-centric
ways of knowing? The book identifies specific areas of an
"inclusive/decolonized curriculum agenda" through educational
programming and reform. It is essential reading to any student or
teacher concerned about understanding the many facets of an African
school curriculum.
Anti-racism studies have blossomed over the years with scholarship
and political work reinforcing each other to cement anti-racist
change. But how do we understand anti-racist research? How is
anti-racist research methodology different from other methods of
research investigation? What are the principles of anti-racism
research? This edited collection attempts to provide some answers
by bringing together works that examine the perils and desires of
anti-racist research with a particular focus on the notion of
'difference' and a serious consideration of the race, gender,
class, and sexuality intersections/implications of educational
research.
To be able to promote effective anti-colonial and decolonial
education, it is imperative that educators employ indigenous
epistemologies that seek to threaten, replace and reimagine
colonial thinking and practice. Indigeneity and Decolonial
Resistance hopes to contribute to the search for a more radical
decolonial education and practice that allows for the coexistence
of, and conversation among, "multiple-epistemes." The book
approaches the topics from three perspectives: the thought that our
epistemological frameworks must consider the body of the knowledge
producer, place, history, politics and contexts within which
knowledge is produced, that the anti-colonial is intimately
connected to decolonization, and by extension, decolonization
cannot happen solely through Western science scholarship, and that
the complex problems and challenges facing the world today defy
universalist solutions, but can still be remedied. Indigeneity and
Decolonial Resistance is an excellent text for use in a variety of
upper-division undergraduate and graduate classrooms. It is also a
valuable addition to the libraries of writers and researchers
interested in indigenous studies and decolonialism.
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