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.