Globally, poverty affects millions of people's lives each day. Children are hungry, many lack the means to receive an education, and many are needlessly ill. It is a common scene to see an impoverished town surrounded by trash and polluted air. There is a need to debunk the myths surrounding the impoverished and for strategies to be crafted to aid their situations. Sociological Perspectives on Sustainable Development and Poverty Reduction in Rural Populations is an authored book that seeks to clarify the understanding of poverty reduction in a substantive way and demonstrate the ways that poverty is multifaceted and why studying poverty reduction matters. The 12 chapters in this volume contribute to existing and new areas of knowledge production in the field of development studies, poverty knowledge production, and gender issues in the contemporary African experience. The book utilizes unique examples drawn purposely from select African countries to define, highlight, raise awareness, and clarify the complexity of rural poverty. Covering topics such as indigenous knowledge, sustainable development, and child poverty, this book provides an indispensable resource for sociology students and professors, policymakers, social development officers, advocates for the impoverished, government officials, researchers, and academicians.

ICTs have the potential to make a huge impact on developing countries. Not only can ICTs be used to integrate rural communities into wider economic and social development, but digital technologies can also be used to enhance and preserve the knowledge and culture of rural communities. Cases on Developing Countries and ICT Integration: Rural Community Development pools together experts experiences on ICT integration in rural community development within the context of developing countries. The technology they used is described, analyzed, and synthesized in order to offer solutions for successful application. This premier reference source is ideal for community development workers, social workers, scholars, researchers, and policy makers interested in ICTs for community development.

Originally published in 2000. This book provides insights, practical suggestions and clear-cut strategies for integrating media across the K-12 curriculum. This contribution to teaching and curriculum design uses students' own media experiences or media vignettes from students' lives to enter teaching and learning. It provides a road map for teachers longing to reflect and take seriously the knowledge students bring to school from their homes and communities, and to draw upon this background to develop students' critical thinking, viewing and reading of written texts, visuals, and other electronic images and messages.

Originally published in 2000. This book provides insights, practical suggestions and clear-cut strategies for integrating media across the K-12 curriculum. This contribution to teaching and curriculum design uses students' own media experiences or media vignettes from students' lives to enter teaching and learning. It provides a road map for teachers longing to reflect and take seriously the knowledge students bring to school from their homes and communities, and to draw upon this background to develop students' critical thinking, viewing and reading of written texts, visuals, and other electronic images and messages.

Ladislaus M. Semali and Joe L. Kincheloe's edited book, "What is Indigenous Knowledge?: Voices from the Academy" not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.

Ladislaus M. Semali and Joe L. Kincheloe's edited book, What is Indigenous Knowledge?: Voices from the Academy not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.

Table of Contents

Preface: Decolonizing Indigenous Knowledge--Donaldo Macedo Introduction: What is Indigenous Knowledge and Why Should We Study It?--Ladislaus M. Semali and Joe L. Kincheloe Indigenous Knowledge and Schooling: A Continnum Between Conflict and Dialogue--Mahia Maurial Indigenous Knowledge as a Component of the School Currriculum--June M. George Community as Classroom: (Re)Valuing Indigenous Literacy--Ladislaus M. Semali Science Education in Nonwestern Cultures: Towards a Theory of Collateral Learning--Olugbemiro J. Jegede Indigenous Knowledge, Indigenous Learning, Indigenous Research--Jill Abdullah and Ernie Stringer Indigenous Knowledge Systems-Ecological Literacy Through Initiation into People's Science--Madhu Suri Prakash Indigenous Knowledge and Ethnomathematics Approach in the Brazilian Landless People Education--Gelsa Knijnik Indigenous Music Education in Africa--Clemente K. Abrokwaa The Inseparable Link Between Intellectual and Spiritual Formation in Indigenous Knowledge and Education: A Case Study in Tanzania--R. Sambuli Mosha Indigenous Languages in the School Curriculum: What Happened to Kiswahili in Kenya?--Lucy Mule Indigenous Knowledge Systems for an Alternative Culture in Science: The Role of Nutritionists in Africa--Robert K. N. Mwadime Agricultural Extension Education and the Transfer of Knowledge in an Egyptian Oasis--Anne M. Parrish Indigenous People's Knowledge and Education: A Tool for Development--Rodney Reynar Local Knowledge Systems and Vocational Education in Developing Countries--Consuelo Quiroz Indigenous Knowledge, Historical Amnesia and Intellectual Authority: Deconstructing Hegemony and the Social and Political Implications of the Curricular Other--Frances V. Rains Indigenous Knowledge: An Interpretation of Views from Indigenous Peoples--Marcel Viergever About the Editors and Contributors Index

Globally, poverty affects millions of people's lives each day. Children are hungry, many lack the means to receive an education, and many are needlessly ill. It is a common scene to see an impoverished town surrounded by trash and polluted air. There is a need to debunk the myths surrounding the impoverished and for strategies to be crafted to aid their situations. Sociological Perspectives on Sustainable Development and Poverty Reduction in Rural Populations is an authored book that seeks to clarify the understanding of poverty reduction in a substantive way and demonstrate the ways that poverty is multifaceted and why studying poverty reduction matters. The 12 chapters in this volume contribute to existing and new areas of knowledge production in the field of development studies, poverty knowledge production, and gender issues in the contemporary African experience. The book utilizes unique examples drawn purposely from select African countries to define, highlight, raise awareness, and clarify the complexity of rural poverty. Covering topics such as indigenous knowledge, sustainable development, and child poverty, this book provides an indispensable resource for sociology students and professors, policymakers, social development officers, advocates for the impoverished, government officials, researchers, and academicians.