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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.
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.
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