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Featuring in-depth examinations of concepts of knowing, learning, and education from a range of cultures worldwide, this book offers a rich theory of indigenous concepts of education, their relation to Western concepts, and their potential for creating education that articulates the aspirations of communities and fosters humanity for all learners.
Über den Autor / die Autorin
Carol Lee, Northwestern University, USA
Bethsaida Nieves, University of Wisconsin - Madison, USA
Titi I. Kunkel, University of Northern British Columbia, Canada
Blanca Schorcht, University of Northern British Columbia, Canada
Georgina Martin, University of British Columbia, Canada
Marjorie O'Loughlin, University of Sydney, Australia
Frances Kay Holmes, University of california, Davis, USA
Nuraan Davids, Stellenbosch University, South Africa
Yusef Waghid, University of Stellenbosch, South Africa
Vonzell Agosto, University of South Florida, USA
Omar Salaam, University of South Florida, USA
Donna Elam, University of South Florida, USA
Joyce Schneider (Kicya7), Nicola Valley Institute of Technology, Canada
Ingrid Tufvesson, South Africa
Courtney Lee Weida, Adelphi University, USA
Amasa Philip Ndofirepi, Wits University, South Africa
J. Taylor Tribble, University of Oklahoma, USA
Zusammenfassung
Featuring in-depth examinations of concepts of knowing, learning, and education from a range of cultures worldwide, this book offers a rich theory of indigenous concepts of education, their relation to Western concepts, and their potential for creating education that articulates the aspirations of communities and fosters humanity for all learners.
Zusatztext
'This exciting volume adds to the growing body of studies and theory on indigenous knowledge and indigenous epistemology in the social sciences, especially education. Situated within a critical theoretical paradigm, the editors and authors address the significance of indigenous perspectives and concepts in knowledge creation and their potential for rethinking public education in several cultural settings in Africa, Australia, Canada, and the USA. Anyone concerned with the relevance of indigenous epistemology in guiding education needs to read this book.' - Karen Ann Watson-Gegeo, Anthropologist in Education, University of California, Davis, USA
Bericht
'This exciting volume adds to the growing body of studies and theory on indigenous knowledge and indigenous epistemology in the social sciences, especially education. Situated within a critical theoretical paradigm, the editors and authors address the significance of indigenous perspectives and concepts in knowledge creation and their potential for rethinking public education in several cultural settings in Africa, Australia, Canada, and the USA. Anyone concerned with the relevance of indigenous epistemology in guiding education needs to read this book.' - Karen Ann Watson-Gegeo, Anthropologist in Education, University of California, Davis, USA
