Decolonizing Epistemologies and Worldviews in Education

New Ways of Knowing in Education and Policy
1. Auflage 2025
ISBN: 978-1-032-76934-9
Verlag: Taylor & Francis Ltd

Buch, Englisch, 224 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 453 g

Reihe: Routledge Research in Decolonizing Education

This edited volume examines the decolonization of worldviews and ways of knowing in education and educational policy. It critically challenges the Western interpretation of epistemology and ontology, providing a platform for contributors to demonstrate how concepts of decolonization, knowledge and worldviews are understood, as well as the impact of these understandings in creation of policies and practices in education and pedagogy. It also offers insight into related themes on student resilience, English language, the internationalization of western knowledge, indigenous paradigms, and curriculum transformation. Chapter authors present new understandings of decolonizing knowledge and diversity, analysis of non-Western and indigenous epistemologies and worldviews, and examples of implementation of equity in policy and education through case studies. Creating and initiating a platform for wider debate, it will ultimately appeal to scholars, researchers, policy makers and educational leaders concerned with decolonizing education and policy in North America and beyond, and with interests in indigenous education, decolonizing education, sociology of education, and philosophy of education.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

El Bouhali, Chouaib

Kariwo, Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Part 1: Theory  1. Totalizing Worldview or Multicentric Totalization? Can conceptual reification of misapplication of onto-epistemology be avoided in education?  2. Colonizing English language in education systems as the primary language of instruction and current state of English academic literacy in education systems  3. Pedagogical advantages of embracing Indigenous embodied knowledge from Turtle Island for decolonizing educational systems and enhancing cultural engagement  4. Examining “the White Man’s Burden”  Part 2: Practice  5. Changing our point of departure: The scaffolded explanation’s colonial roots and how we can rethink this practice  6. Empowering graduate students: A decolonizing mentoring model for scholar-practitioners in a doctoral program in educational leadership  7. Assessing and identifying culturally and linguistically diverse students for special education programs: A culturally responsive, relevant and sustaining approach  8. Social justice education: Critical practice that can lead to curriculum transformation  9. Decolonizing education policy and teacher education programs: From systemic absence to equitable presence of Internationally Educated Teachers   Part 3: Case Studies  10. Rethinking literacy learning and teaching on the prairie: A rural perspective  11. Decolonisation of indigenous languages to mediate the resilience of students in African higher education institutions  12. Decolonizing knowledges: Valuing diverse languages, environmental knowledges, knowledge and consciousness: The Francophonie – A case of immigrant writers in the 20th century  13. Convince the prince: Towards a credible and integrative step in decolonization and curriculum development  14. Towards the decolonized dissertation: The experience of an Anglophone Caribbean student

Über Autor(innen)

Michael Kariwo is Instructor in the Faculty of Education at the University of Alberta, Canada.

Chouaib El Bouhali is Adjunct Professor at the University of Alberta, Canada and a Director of the Edmonton Institute for Diversity & Equity Research and Studies, Canada.