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This definition refers to the epistemic saliency of cultural traditions, values, belief systems and world views that, in any indigenous society, are imparted to the younger generation by community elders. It is also refers to world views that are products of a profoundly direct experience of nature and its relationship with the social world.   Bringing new and complex readings to the term 'indigenous', this collection of essays from Canadian and international contributors is an invitation to critically engage in the discussion of indigenous knowledges and their implication for academic decolonization. The essays are divided into four sections: Situating Indigenous Knowledges: Definitions and Boundaries; Indigenous Knowledge: Resistance and Advocacy; Indigenous Knowledge and the Academy; and Indigenous Knowledge and Transforming Practices. 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We examine decolonial and anti-colonial futurities through counter-hegemonic knowledge practice. In seeking to reframe the anti-colonial praxis, the book takes up theory and knowledge as weapons of change with an insistence that there is a place for the intellectual warrior in combat on the academic landscape. The book also insists on a theorization of the anti-colonial in ways that do not conflate race, class, gender, sexuality, disability, colonialism and capitalism, but rather, emphasizes a more sophisticated analysis of intersections while maintaining a gaze on the 'colonial dominant'.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis is a compelling collection of insightful essays about the vicious pervasiveness of colonialism, but also about the persistent and creative resistance to colonialism. This gives us much hope that this ugly beast will finally be tamed and neutralized so that the world's wretched can begin or continue healing. \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eAma Mazama\u003c\/strong\u003e, Professor of Africology, Temple University, Canada\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eSituating anti-colonial theory, pedagogy and praxis as a pathway to realize the goal of decolonization, contributors to this project provide diverse interventions that push forward this important groundwork. At a time where the destructive legacies of colonialism and racism are felt globally, this timely collection attends to these challenges and offers ways to imagine alternative futures. \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eJasmin Zine\u003c\/strong\u003e, Professor, Wilfrid Laurier University, Canada\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eTheorizing the 'Anti-Colonial'\u003c\/em\u003e presents a rigorous and thoughtful examination of the multiple forms of violence of colonialism, issuing a powerful call to interrupt colonial practices and investments that sustain this violence today. 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While research interviews show that some students uncritically embrace dominant notions of success, a number of those marginalized by the school system and society at large understand the subtext of their world, which creates a position of power and allows the subaltern voice of difference to fuel educational change. This book argues that a critical analysis and understanding of academic achievement must be contextual, and be able to point to the uniqueness and connectedness of students' experiences. Our discursive analysis can never lose sight of race and social difference as powerful explanatory variables in understanding the educational experiences of diverse youth in the Euro-American schooling system. This book goes beyond the symphony of race and power to examine the intersections of social difference: social class, gender, sexuality, ability, language, religion, and so forth, in coming to know about students' excellence and failures. It appears that even the much touted successful students who excel, can be disengaged, and there are significant race, class, gender and class disparities in such successes as well. This book brings to the forefront the need to bring a complex reading to our understandings of student success, across lines of difference and as well, over time, in order to understand the processes of student disengagement. Further, this study argues that we must conceive of  dis]engagement as a dialogical process wrapped up in the relationship between agency and structure. This implies that a student cannot disengage alone. The agentive capacity to do so cannot be divorced from the sometimes clandestine structural imperatives to reject formal education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52119989715217,"sku":"NLS9781934844137","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781934844137.jpg?v=1757423269"},{"product_id":"teaching-africa-book-george-j-sefa-dei-9789400728615","title":"Teaching Africa","description":"One is always struck by the brilliant work of George Sefa Dei but nothing so far has demonstrated his pedagogical leadership as much as the current project. With a sense of purpose so pure and so thoroughly intellectual, Dei shows why he must be credited with continuing the motivation and action for justice in education. He has produced in this powerful volume, Teaching Africa, the same type of close reasoning that has given him credibility in the anti-racist struggle in education. Sustaining the case for the democratization of education and the revising of the pedagogical method to include Indigenous knowledge are the twin pillars of his style. A key component of this new science of pedagogy is the crusade against any form of hegemonic education where one group of people assumes that they are the masters of everyone else. Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei's insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction. 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So that the privileged and the oppressed alike may reflexively examine their own subject positions, this book identifies and addresses the need to develop a working model for anti-racism strategies. Given the need to understand and move beyond static conceptions of race and racism, \u003ci\u003ePlaying the Race Card\u003c\/i\u003e offers both a critique of mainstream\/privileged perceptions of racial oppression, as well as a direction forward within a more «organic» approach to social reform.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52685726318865,"sku":"NLS9780820467528","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780820467528.jpg?v=1762326283"},{"product_id":"decoloniality-and-african-education-book-george-j-sefa-dei-9781975508807","title":"Decoloniality and African Education","description":"Decoloniality and African Education: Contested Issues and Challenges is a vibrant and vital collection of essays that addresses the challenges, possibilities, and responsibilities for the future of de- and anti-colonial African education. Decolonization has become a buzz word of late, so the term is used in this context with a certain trepidation. But the themes of this book go beyond mere rhetoric by creating specific approaches to dismantling colonial educational systems in African and to create a new environment for African education duly informed by local cultural resource knowing, known from grounded everyday practices of authentic African educators. In other words, a revision of educational practices informed by what educators know and are doing for the lessons in envisioning schooling and education in Africa. In this endeavor, while we seek lessons and partnerships with others, African educators are urged to think through solutions specific to the problems and challenges in schools today, and meet the call of our times to provide education to young learners that not only empowers them, but also provides them with background knowledge, cultural grounding, and specific lessons that will enable them to craft their own futures. So how do we “do” decolonial education from the standpoint of African educators and learners everyday schooling practice and knowledge? Decoloniality and African Education argues that a careful embrace of African Indigenous and cultural knowings determine the successful response to this question. It engages both the “decolonial” and the “anti-colonial,” with a reading that the “decolonial” (as many have pointed out, see Parry, 1994) is a process and a path toward an end, which is the goal of the “anti-colonial” (see Dei, 2022).   Decoloniality and African Education is essential reading for students and scholars committed to the improvement of educational outcomes for African American students. It’s a book that empowers educators and raises awareness about African-based teaching environments. 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If Gayatri Spivak asks \"Can the subaltern speak?\" then Dei brilliantly poses the question: \"When will Anglo-dominant groups, even critical ones, ever listen?\" This book is likely to provoke and influence discussion on racial antagonism for a long, long time to come.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53571197501713,"sku":"NLS9789087902766","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789087902766.jpg?v=1779146785"}],"url":"https:\/\/www.worldofbooks.com\/collections\/author-books-by-george-j-sefa-dei.oembed","provider":"World of Books ","version":"1.0","type":"link"}