A Reader- Foreword by Akwasi Asabere-Ameyaw
Edited By George J. Sefa Dei
Foreword by Akwasi Asabere-Ameyaw xi
This book is a bold attempt to challenge and make very uncomfortable the imperial proceduresof knowledge making. Though there is much work concerning the transformation of schooling and education, this book gives us a genuine sense of hope. Writing through a communal spirit and engendered by the will to liberate educational philosophies, Dei and the authors address the differ- ent forms of epistemological colonization, which reifies itself through the pedagogue and resides within conventional classroom spaces. Wherever we look, Indigenous communities are making valid and legitimate claims for the recognition, authentication, and preservation of their cultures, histo- ries, heritage, and languages. Local cultural knowledge systems are similarly being contested for val- idation and legitimation. All is part of the continuing struggle for identity , representation, and authentication in a search for human and collective dignity. Therefore, every knowledge system is worthy of examination in the provision of education to learners. My own foray in Indigenous knowledge goes back to my early training as a science educator when I examined the academic and practical fascination with Indigenous science and its contributions to science education in general. Our institutions of higher learning have placed tremendous responsibility on educators to con- textualize knowledge such that learners develop a deep and critical understanding of everyday social practice and the experiential reality as legitimate sources of knowledge. We work with knowl- edge from the known to the unknown. By working from the familiar and known, learners are able to develop a shared sense of identification and...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.