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Through innovative and critical research, this anthology inquires
and challenges issues of race and positionality, empirical
sciences, colonial education models, and indigenous knowledges.
Chapter authors from diverse backgrounds present empirical
explorations that examine how decolonial work and Indigenous
knowledges disrupt, problematize, challenge, and transform ongoing
colonial oppression and colonial paradigm. This book utilizes
provocative and critical research that takes up issues of race, the
shortfalls of empirical sciences, colonial education models, and
the need for a resurgence in Indigenous knowledges to usher in a
new public sphere. This book is a testament of hope that places
decolonization at the heart of our human community.
This edited collection centres the reclamation of global counter
and Indigenous knowledges, epistemologies, ontologies, axiologies,
and cosmovisions that have the capacity to create new educational
leadership frameworks that chart courses to visions beyond the
current oppressive systems of education. Contributing authors
discuss what does it look like to have thriving decolonial
educational systems? What is the educational leadership that is
needed and required to get us there? What does it look like from
these global Indigenous and decolonial perspectives? How do we
begin dismantling dominant and colonial systems, structures and
styles of leadership? Schooling and education in the wake of
ongoing colonial injustices requires a revolutionary (re)awakening
and the creation of schooling and educational systems that
inherently honour the sacredness of life on this Earth, beyond the
anthropocentric. The centring, reclamation and reaffirmation of
global counter and Indigenous knowledges in educational leadership
is not an individual, nor isolated endeavour. Through this
understanding, this anthology is centred around themes of
schooling, community building, liberatory praxis and decolonial
movements, and Indigenous governance.
This multidisciplinary collection probes ways in which emerging and
established scholars perceive and theorize decolonization and
resistance in their own fields of work, from education to political
and social studies, to psychology, medicine, and beyond. In this
time of renewed global spiritual awakening, indigenous communities
are revisiting ways of knowing and evoking theories of resistance
informed by communal theories of solidarity. Using an
intersectional lens, chapter authors present or imagine modes of
solidarity, resistance, and political action that subvert colonial
and neocolonial formations. Placing emphasis on the importance of
theorizing the spirit, a discourse that is deeply embedded in our
unique cultures and ancestries, this book is able to capture and
better understand these moments and processes of spiritual
emergence/re-emergence.
This multidisciplinary collection probes ways in which emerging and
established scholars perceive and theorize decolonization and
resistance in their own fields of work, from education to political
and social studies, to psychology, medicine, and beyond. In this
time of renewed global spiritual awakening, indigenous communities
are revisiting ways of knowing and evoking theories of resistance
informed by communal theories of solidarity. Using an
intersectional lens, chapter authors present or imagine modes of
solidarity, resistance, and political action that subvert colonial
and neocolonial formations. Placing emphasis on the importance of
theorizing the spirit, a discourse that is deeply embedded in our
unique cultures and ancestries, this book is able to capture and
better understand these moments and processes of spiritual
emergence/re-emergence.
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