Education, Indigenous Knowledges, and Development in the Global South
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A01=Anders Breidlid
African Renaissance
ANC Government
Author_Anders Breidlid
Category=GTP
Category=JNA
Category=JNAM
cognitive imperialism
Cuban Education System
Cultural Historical Activity Theory
Decolonized Curriculum
decolonizing curriculum
diff
discourse
Education Systems
educational
EFA Global Monitoring Report
epistemic justice
epistemology
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
erence
hegemonic
Hegemonic Knowledge System
ILO Convention
indigenous knowledge integration in education
Indigenous Knowledge Systems
Indigenous Knowledges
Mapuche Communities
Mapuche Struggle
minority knowledge systems
NCP Government
Occupy Wall Street
Odora Hoppers
postcolonial education
Revised National Curriculum Statement
Sn Power
South Sudan
South Sudanese
Southern Sudanese
sudan
sustainable
sustainable pedagogy
systems
western
Western Hegemonic Epistemology
Western Hegemonic Knowledge
Xhosa Communities
Young Men
Product details
- ISBN 9780415895897
- Weight: 640g
- Dimensions: 152 x 229mm
- Publication Date: 17 Aug 2012
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies.
Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of hegemonic epistemology both in the classrooms in the global South as well as in the face of the imminent ecological challenges of our common earth, and discusses whether indigenous knowledge systems would better serve the pupils in the global South and help promote sustainable development.
Anders Breidlid is Professor of International Education and Development at Oslo University College.
