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Decolonizing philosophies o...
Philosophy of education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people's lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes. "Thiscollection of critical and scholarly analyses provides an insightfuland timely resource for decolonizing philosophies of education that continue to shape discourses, policies, curricula and practices in all levels of educational and social institutions. It also usefully challenges versions of postcolonial studies that fail to recognize and demystify the continuity of colonial hegemony in contemporary societal formations in both the global north and south." Toh Swee-Hin, Distinguished Professor, University for Peace, Costa Rica & Laureate, UNESCO Prize for Peace Education (2000) "Decolonizing philosophies of education edited by Ali A. Abdi is a collection of twelve essays by noted scholars in the field who provide strong readings of postcolonialism in education with an emphasis on decolonizing epistemologies. It provides a clear and comprehensive introduction to the critical history of colonization, postcolonial studies and the significance of education to the colonial project. This is an important book that provides a global perspective on the existential and epistemological escape from the colonial condition." Michael A. Peters, Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign
Monografía
monografia Rebiun36113542 https://catalogo.rebiun.org/rebiun/record/Rebiun36113542 m o d | cr#-n--------- 120224s2012 ne a ob 001 0 eng d 1-280-78576-4 9786613696151 94-6091-687-2 10.1007/978-94-6091-687-8 doi UPVA 996887820803706 UAM 991007634006704211 UCAR 991007760890804213 CBUC 991003547817006714 CBUC 991010402943606709 CBUC 991013149799206708 MiAaPQ eng rda pn MiAaPQ MiAaPQ eng JNA bicssc EDU040000 bisacsh 370.1 Decolonizing philosophies of education edited by Ali A. Abdi 1st ed. 2011 Rotterdam Sense Publishers 2012 Rotterdam Rotterdam Sense Publishers 1 online resource (195 p.) 1 online resource (195 p.) Text txt computer c online resource cr Description based upon print version of record Includes bibliographical references and index Preliminary Material Ali A. Abdi -- Decolonizing Philosophies of Education: An Introduction Ali A. Abdi -- Discursive Epistemologies by, for and about the De-colonizing Project Paul R. Carr and Gina Thésée -- Decolonizing Social Justice Education: From Policy Knowledge to Citizenship Action Lynette Shultz -- Nyerere's Postcolonial Approach to Education Peter Mayo -- Tagore and Education: Gazing beyond the Colonial Cage Ratna Ghosh , M. Ayaz Naseem and Ashok Vijh -- Decolonizing Diaspora: Whose Traditional Land are We On? Celia Haig-Brown -- Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations: Imagining Decolonizing Educational Philosophies in Canadian Contexts Dwayne Donald -- The Problem of Fear Enhancing Inaccuracies of Representation: Muslim Male Youths and Western Media Dolana Mogadime , Sherry Ramrattan Smith and Alexis Scott -- Clash of Dominant Discourses and African Philosophies and Epistemologies of Education: Anti-Colonial Analyses Ali A. Abdi -- Gender Equity in Africa's Institutions of Tertiary Education: Beyond Access and Representation Philomina Okeke-Ihejirika -- Are we there yet? Theorizing a Decolonizing Science Education for Development in Africa Edward Shizha -- Critical Curriculum Renewal in Africa: The Character of School Mathematics in Uganda Immaculate K. Namukasa , Janet Kaahwa , Madge Quinn and Ronald Ddungu -- Subject Index Ali A. Abdi Philosophy of education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people's lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes. "Thiscollection of critical and scholarly analyses provides an insightfuland timely resource for decolonizing philosophies of education that continue to shape discourses, policies, curricula and practices in all levels of educational and social institutions. It also usefully challenges versions of postcolonial studies that fail to recognize and demystify the continuity of colonial hegemony in contemporary societal formations in both the global north and south." Toh Swee-Hin, Distinguished Professor, University for Peace, Costa Rica & Laureate, UNESCO Prize for Peace Education (2000) "Decolonizing philosophies of education edited by Ali A. Abdi is a collection of twelve essays by noted scholars in the field who provide strong readings of postcolonialism in education with an emphasis on decolonizing epistemologies. It provides a clear and comprehensive introduction to the critical history of colonization, postcolonial studies and the significance of education to the colonial project. This is an important book that provides a global perspective on the existential and epistemological escape from the colonial condition." Michael A. Peters, Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign English Education- Philosophy Postcolonialism Decolonization Abdi, Ali A. 94-6091-686-4