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

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同音

,Responding to the Epistemic Challenge – A Decolonial Project,teracies in thinking through theory of knowledge and knowledge production to unsettle colonial structures, systems, and dynamics of education. It privileges the of interplay of Land and Indigenous knowledge production, to reclaim and center Indigenous ways of learning in schools.

極小量

The Role of Elders and Their Cultural Knowledges in Schools,genous, Black, Latinx, and other racialized students in their validation of Indigenous cultures within the school through an educational process that connects the learner with his/her culture, lived experience and environment.

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大量

,Das lyrische Sp?twerk. 1819–1832, colonizing logics including the colonization of Indigenous knowledge forms and ways of knowing and pedagogies. It identifies instruments of the violence of colonial education and how these structures continue to sustain settler and other forms of colonial education and its self-proclaimed superiority over Indigenous knowledges and epistemologies.

FIG

https://doi.org/10.1007/978-3-476-02940-9e and enriching alternative to hegemonic Eurocentric schooling, allowing for the creation of decolonized social and academic learning spaces for racialized learners. The presence of Indigenous Elders in schools validates the Indigenous body and Indigenous epistemologies as sites of knowing and knowledge production.

咒語

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Making the Case for the Incorporation of African Indigenous Elders and their Cultural Knowledges ine and enriching alternative to hegemonic Eurocentric schooling, allowing for the creation of decolonized social and academic learning spaces for racialized learners. The presence of Indigenous Elders in schools validates the Indigenous body and Indigenous epistemologies as sites of knowing and knowledge production.