Ulteriori informazioni
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.
Sommario
Introduction - Historical and Living Indigenous Wisdom Traditions in Contention: Why This Edited Volume? 1. Revitalizing Indigenous Belief Systems: Implications for Curriculum 2. ReStorying Matricultures 3. Indigenous Epistemic Interventions for State Curriculum: Moving Beyond the Abrahamic Covenant of Manifest Destiny 4. Morality and Indigenous Knowledge: Exploring Canadian Educational Contexts 5. Curricula or Local Relationships and Knowledge: Which Is the Chicken and Which the Egg? 6. History Education at the Anishinaabeg Serpent Mounds 7. Eurocentric Critiques of Eurocentricism: The Portrayal of Taíno Religious Beliefs in Social Studies and History Textbooks in Puerto Rico 8. Religion and Regionalism: Constructing the Ideal Caribbean Person Through Abrahamic and Non-Abrahamic Religious Education in the Caribbean Community (CARICOM) 9. Decolonial Restorying: Interrupting Christian Coloniality of Relations in Canada 10. Conclusion - Towards More Balanced Curricular Representations and More Holistic Analytical Frameworks
Info autore
Ehaab D. Abdou is Assistant Professor in the Department of Global Studies at Wilfrid Laurier University, Canada.
Theodore G. Zervas is Professor in the School of Education at North Park University, USA.
Riassunto
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.
