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Indigenous Philosophies and Critical Education

A Reader- Foreword by Akwasi Asabere-Ameyaw


Edited By George J. Sefa Dei

An important academic goal is to understand ongoing contestations in knowledge in the search to engage everyday social practice and experiences, as well as the social barriers and approaches to peaceful human coexistence. This reader pulls together ideas concerning Indigenous epistemologies (e.g., worldviews, paradigms, standpoints, and philosophies) as they manifest themselves in the mental lives of persons both from and outside the orbit of the usual Euro-American culture. The book engages Indigenous knowledges as far more than a «contest of the marginals», thereby challenging the way oppositional knowledges are positioned, particularly in the Western academy. Subsequently, this book is a call to recognize and acknowledge Indigenous knowledges as legitimate knowings in their own right, and not necessarily in competition with other sources or forms of knowledge. The project offers an opportunity for the critical thinker to continue on a de-colonial/anti-colonial intellectual journey in ways informed by Indigenous theorizing.


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Contributors 451


Tope Adefarakan is a PhD candidate in the Collaborative Program in the Department of Sociology and Equity Studies and the Women and Gender Studies Institute at the Ontario Institute for Studies in Education of the University of Toronto. Her dissertation theorizes African Diasporic identities and particularly, how Yoruba migrants make meaning of and construct Yoruba Indigenous knowledges in the African diaspora, and more specifically, the geo-political space of Canada. Her interests also include Indigenous African spirituality in the multilayers of Diaspora and Eurocentric spaces, and the relationship between gendered social relations of Indigeneity and power. Jeffrey D. Anderson (PhD, University of Chicago) is Associate Professor of Anthropology at Colby College. For the past twenty years his research has focused on the language, culture, and his- tory of the Northern Arapaho tribe. He is an adopted member of the Spoonhunter family in the Northern Arapaho Nation of Wyoming. He is author of The Four Hills of Life: Northern Arapaho Knowledge and Life Movement (2001), One Hundred Years of Old Man Sage: An Arapaho Life Story (2003), and various articles. His topical interests include creativity, language shift, comparative ways of knowing, age grade systems, human rights, ethnohistory, and comparative human development. Soenke Biermann, originally from northern Germany, is a PhD candidate with the Centre for Peace and Social Justice at Southern Cross University, Australia. His research focuses on social jus- tice and decolonization in higher education, and he is particularly interested in the ways educators facilitate these ideals in their pedagogical practice....

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