Relying on a blend of policy, critical-theoretical and practice-based perspectives, describes and critically analyze key trends in the region, while pointing out new directions pertaining to future developments in education and culture in South Asia in relation to the contradictory implications of globalization in both urban and rural contexts.

Drawing primarily from critical traditions in social and educational research, this book frames contemporary issues and several conceptual, theoretical-analytical and onto-epistemmic approaches towards the development and practice of PAR (Participatory Action Research) in multiple educational spaces and initiatives for socio-cultural change. These include indigenous conceptions from Berber (Algeria), Cree & Innuit (Canada), Maori (New Zealand), Adivasi (India) and African indigenous communities in Tanzania and Zimbabwe, while critical Euro-American traditions address neoliberal cooptation of PAR, Habermasian applications in higher education, critical pedagogy and critical ecological perspectives in North America and Australia.

Based on the research and relationships of primarily diasporic and indigenous authors, this interdisciplinary collection on indigenous knowledge and learning is a rare attempt at bringing together indigenous perspectives on development, education and culture and related indigenist-critiques of compulsory modernization, neoliberalism and colonialism from the Asia/Pacific and African contexts of indigeneity. Organized in relation to perspectives on knowledge and learning concerning development, formal education, communicative mediums, and gender and health, this collection foregrounds the rich insights and contributions of indigeneity from India, New Zealand, Bangladesh, Taiwan, Indonesia, Zimbabwe, Nepal, Sub-Saharan Africa, Tanzania, Nigeria, Kenya and Ghana.

Drawing primarily from critical traditions in social and educational research, this book frames contemporary issues and several conceptual, theoretical-analytical and onto-epistemic approaches towards the development and practice of PAR (Participatory Action Research) in multiple educational spaces and initiatives for socio-cultural change.

This collection makes a unique contribution towards the amplification of indigenous knowledge and learning by adopting an inter/trans-disciplinary approach to the subject that considers a variety of spaces of engagement around knowledge in Asia and Africa.