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Decolonial Pedagogy by Njoki Nathani Wane,Kimberly L. Todd Pdf
Through innovative and critical research, this anthology inquires and challenges issues of race and positionality, empirical sciences, colonial education models, and indigenous knowledges. Chapter authors from diverse backgrounds present empirical explorations that examine how decolonial work and Indigenous knowledges disrupt, problematize, challenge, and transform ongoing colonial oppression and colonial paradigm. This book utilizes provocative and critical research that takes up issues of race, the shortfalls of empirical sciences, colonial education models, and the need for a resurgence in Indigenous knowledges to usher in a new public sphere. This book is a testament of hope that places decolonization at the heart of our human community.
A Cultural-Historical Approach Towards Pedagogical Transitions by Joanne Hardman Pdf
This book investigates pedagogical change across curricula and political transitions in the South African context, from 1994 to today. Tracing pedagogical transitions from post-apartheid to the demands of the 21st century, the book seeks to develop a novel approach to pedagogy that can meet the needs of students today. Adopting a cultural-historical lens, Hardman analyses the contradictions that arise due to transitions in the curriculum and describes the current state of teaching in primary schools in South Africa by focusing on how teachers teach scientific concepts. She goes on to examine the transitions from children's indigenous science/maths understanding to school science/maths understanding, developing a pedagogy that can transform the learning of mathematics and science in developing contexts. Building on theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and Hedegaard, Hardman develops a new and inclusive, decolonial pedagogical approach that can meet the needs of a multicultural and multilingual contexts around the world.
Decolonising Curricula and Pedagogy in Higher Education by Shannon Morreira,Kathy Luckett,Siseko H. Kumalo,Manjeet Ramgotra Pdf
This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.
The Decolonial Turn in Media Studies in Africa and the Global South by Last Moyo Pdf
This book develops a nuanced decolonial critique that calls for the decolonization of media and communication studies in Africa and the Global South. Last Moyo argues that the academic project in African Media Studies and other non-Western regions continues to be shaped by Western modernity’s histories of imperialism, colonialism, and the ideologies of Eurocentrism and neoliberalism. While Africa and the Global South dismantled the physical empire of colonialism after independence, the metaphysical empire of epistemic and academic colonialism is still intact and entrenched in the postcolonial university’s academic programmes like media and communication studies. To address these problems, Moyo argues for the development of a Southern theory that is not only premised on the decolonization imperative, but also informed by the cultures, geographies, and histories of the Global South. The author recasts media studies within a radical cultural and epistemic turn that locates future projects of theory building within a decolonial multiculturalism that is informed by trans-cultural and trans- epistemic dialogue between Southern and Northern epistemologies.
Decolonisation, Anti-Racism, and Legal Pedagogy by Foluke I Adebisi,Suhraiya Jivraj,Ntina Tzouvala Pdf
This book offers an international breadth of historical and theoretical insights into recent efforts to "decolonise" legal education across the world. With a specific focus on post- and decolonial thought and anti-racist methods in pedagogy, this edited collection provides an accessible illustration of pedagogical innovation in teaching and learning law. Chapters cover civil and common law legal systems, incorporate cases from non-state Indigenous legal systems, and critically examine key topics such as decolonisation and anti-racism in criminology, colonialism and the British Empire, and court process and Indigenous justice. The book demonstrates how teaching can be modified and adapted to address long-standing injustice in the curriculum. Offering a systematic collection of theoretical and practical examples of anti-racist and decolonial legal pedagogy, this volume will appeal to curriculum designers and law educators as well as to undergraduate and post-graduate law level teachers and researchers.
Epistemic Freedom in Africa by Sabelo J. Ndlovu-Gatsheni Pdf
Epistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. Together, they are engaging in diverse struggles for cognitive justice, fighting against the epistemic line which haunts the twenty-first century. The renowned historian and decolonial theorist Sabelo J. Ndlovu-Gatsheni offers a penetrating and well-argued case for centering Africa as a legitimate historical unit of analysis and epistemic site from which to interpret the world, whilst simultaneously making an equally strong argument for globalizing knowledge from Africa so as to attain ecologies of knowledges. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa. This landmark work underscores the fact that only once the problem of epistemic freedom has been addressed can Africa achieve political, cultural, economic and other freedoms. This groundbreaking new book is accessible to students and scholars across Education, History, Philosophy, Ethics, African Studies, Development Studies, Politics, International Relations, Sociology, Postcolonial Studies and the emerging field of Decolonial Studies. The Open Access versions Chapter 1 and Chapter 9, available at https://doi.org/10.4324/9780429492204 have been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Roads to Decolonisation: An Introduction to Thought from the Global South is an accessible new textbook that provides undergraduate students with a vital introduction to theory from the Global South and key issues of social justice, arming them with the tools to theorise and explain the social world away from dominant Global North perspectives. Arranged in four parts, it examines key thinkers, activists and theory-work from the Global South; theoretical concepts and socio-historical conditions associated with 'race' and racism, gender and sexuality, identity and (un)belonging in a globalised world and decolonisation and education; challenges to dominant Euro-American perspectives on key social justice issues, linking decolonial discourses to contemporary case studies. Each chapter offers an overview of key thinkers and activists whose work engages with social justice issues, many of whom are under-represented or left out of undergraduate humanities and social sciences textbooks in the North. This is essential reading for students of the humanities and social sciences worldwide, as well as scholars keen to embed Southern thought in their curricula and pedagogical practice.
The bilingual, French–English journal Méthod(e)s, founded in 2015, is an African initiative with the objective to enlarge the methodological debates on the Global South. The desire for a strong understanding of methodology is to situate it above academic trends, thereby placing it in line with a universal history of the sciences. Just as calling dominant paradigms into question leaves room for creative opportunities, so does the comparison of theoretical approaches and technical models of data collection. Questions related to methods are not purely technical or merely philosophical reflections. The examination of the method used in scientific investigations necessarily leads us to question the validity and consequences of research results. From this point of view, the journal Méthod(e)s is not a forum for simple discussions on the mechanics of research but a tool to question social interests influencing academic research and giving it a political function. It is also intended to lead to a more critical look at the creation of theories dealing with the status of individuals and societies in Africa and the Global South. Méthod(e)s aims to bring into question, connect, and compare the theoretical, technical, and political foundations of the social sciences as applied to human societies. Each contribution is followed by a summary in the respectively other language. In order to ensure a broad intellectual reach, the editors reserve the right to include articles written in other languages. All the abstracts of the papers are also available in Arabic, Chinese, and Spanish.
The SAGE Guide to Curriculum in Education by Ming Fang He,Brian D. Schultz,William H. Schubert Pdf
The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.
New Pedagogical Challenges in the 21st Century by Olga Bernad-Cavero,Núria Llevot-Calvet Pdf
The societies of the twenty-first century are subject to social, cultural, political, and economic changes. In this context, the school is asked to educate the future citizens in the present. To respond to this kaleidoscopic reality, the school is immersed in a pedagogical revolution. In this book, the reader will find a selection of avant-garde research works from different disciplines and contexts, which have their epicenter in the school and in the faculties of education. New issues in pedagogy and education, and new roles of teachers and students, are discussed in a global and diverse context. And new methodological and formative proposals are also proposed to build the ideal school and the ideal teacher, from the initial and continuous teacher training.
The SAGE Handbook of Critical Pedagogies by Shirley R. Steinberg,Barry Down Pdf
**Winner of a 2022 American Educational Studies Association Critics′ Choice Book Award** This extensive Handbook brings together different aspects of critical pedagogy in order to open up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating common philosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections: Part 1: Social Theories of Critical Pedagogy Part 2: Seminal Figures in Critical Pedagogy Part 3: Transnational Perspectives and Critical Pedagogy Part 4: Indigenous Perspectives and Critical Pedagogy Part 5: On Education Part 6: In Classrooms Part 7: Critical Community Praxis Part 8: Reading Critical Pedagogy, Reading Paulo Freire Part 9: Communication, Media and Popular Culture Part 10: Arts and Aesthetics Part 11: Critical Youth Pedagogies Part 12: Technoscience, Ecology and Wellness The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies
Decolonising Journalism Education in South Africa by Ylva Rodny-Gumede,Colin Chasi,Zubeida Jaffer,Mvuso Ponono Pdf
This book is the culmination of several years of collaborative work. It is a unique contribution to the field of journalism because of the depth and variety of contributions it makes to the field. The scholars who contribute to this volume respond to the great need to rethink journalism from various perspectives including journalism training, research, the contents of the news media, language, media ethics, the safety of journalists and gender inequities in the news media. In doing this, they recognise how the societies that journalism address should themselves change.
Global Perspectives and New Challenges in Culturally Responsive Pedagogies by Lester-Irabinna Rigney Pdf
Led by Professor Lester-Irabinna Rigney, Global Perspectives and New Challenges in Culturally Responsive Pedagogies brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical, conceptual, and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local inclusive encounters in education, while engaging with global debates and issues, such as racism, neoliberalism, de-colonisation, new colonialism, de-democratisation, and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local–global enactments of culturally responsive pedagogies through teaching and learning, and future thinking for a new era. Bringing together diverse, Australian, and international perspectives, this book will be relevant to educators, researchers, and policy makers who are interested in Indigenous education, educational sociology, de-coloniality, cultural safety, critical pedagogy, and education leadership theory.
Hearing Voices 2020 by Susan James, Creative Curator, and Co-Editor Pdf
"Hearing Voices" features the work of students and faculty in our Community, Liberation, Indigenous, and Eco-Psychologies (CLIE) M.A./Ph.D. specialization, as we participate in transformative practices, artistic creations, and theoretical innovations going on in the communities and environments we share. We meet on campus three days a month for nine months of the year from various places in the U.S. and abroad. During the summer students are involved in fieldwork and research in sites of their own choosing based on interest, commitment, and vocation. Our program brings together community, liberation, and depth psychologies with environmental justice initiatives and indigenous epistemologies and practices in order to be part of the critical work of establishing a 21st century curriculum and practice with a growing emphasis on decoloniality. As prospective students consider applying to CLIE, their most common and pressing question is "What are graduates doing?" A good way to get an overview of this is to read the student and alumni news section in each issue of Hearing Voices. We are especially grateful to the incredible artists who contributed their creative inspiration to this edition.
Peace Pedagogies in Bosnia and Herzegovina by Larisa Kasumagić-Kafedžić,Sara Clarke-Habibi Pdf
This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country. .