Titlebook: Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education; George J. Sefa Dei,Wambui Karanja,Grace Erger Boo

英寸

Articulating the Epistemic Challenge,r intersecting colonial and Eurocentric logics, have made schools sites of colonial epistemic violence that have disengaged Indigenous and Black learners from the schooling experience and negatively impacted their academic achievement outcomes. This chapter traces the history and role of colonial ed

瘋狂

Land as Indigenous Epistemology,observed by many people for millennia. For Indigenous people, Land, and spirit intertwine as sites of knowing to critically interrogate hegemonic knowledge systems and allow for knowledge pluralism and inclusion of new geographies of knowledge that center and reclaim Indigenous education and Elders’

Fibrinogen

Some Best Practices on Incorporating Elders into Schools,ration of Elders’ cultural knowledges as a decolonizing endeavour helps Black, Indigenous, Latinx, and other racialized students achieve within a colonial context, and gives them the knowledge they need to question and potentially transform the education that they are receiving.

我說(shuō)不重要

2543-0467 strategic solutions to bridging educational disparitiesand gaps for Indigenous, Black, Latinx and other minority learners.978-3-030-84203-1978-3-030-84201-7Series ISSN 2543-0467 Series E-ISSN 2543-0475

Debate

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獨(dú)裁政府

Colonial Education in the Canadian Context, the moral and cultural superiority of Europe. Settler colonialism imposed colonial theories of knowledge that privileged and superiorized Eurocentric knowledges and denied, denigrated and invalidated Indigenous knowledges and epistemologies such that to this day, Eurocentric educational ideology ha

決定性

,Responding to the Epistemic Challenge – A Decolonial Project,rsive, oppositional, and resistant endeavor to reclaim Indigenous knowledges and ways of learning from the colonial stranglehold for the benefit of the black/Latinx and Indigenous learners who have historically been marginalized by Western colonial structures of education. Decoloniality and anti-col

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