Indigeneity and Decolonial Resistance: Alternatives to Colonial Thinking and Practice

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Product Details

Myers Education Press
Publish Date
6.9 X 9.9 X 0.7 inches | 1.46 pounds

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About the Author

Ghanaian-born George J. Sefa Dei is Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). He has written extensively on anti-racism education, minority youth and schooling, Indigenous knowledge, Blackness and Black Indigeneity.
Cristina Jaimungal is a Ph.D. student in the Department of Social Justice Education at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Anchored in anti-colonial research methods, anti-racism studies, and critical language theory, her research interests examine the racial politics embedded in the project of English-language education. Jaimungal holds a B.A. with honors in English and Professional Writing (York University) and an M.A. in Curriculum, Teaching, and Learning, with a specialization in Comparative, International, and Development Education (University of Toronto)


"Boldly unmasking and challenging the colonial logic that underpins homogenizing classroom instruction across the disciplines and affirming the anti-colonial theoretical foundations of epistemic resistance rooted in indigenous spirituality, ways of knowing and being, this visionary collection offers vital conceptual tools and pedagogical possibilities that are bound to advance the global struggle for humanizing knowledge production and anti-racist education practice."--Joyce E. King, PhD, Benjamin E. Mays Endowed Chair for Urban Teaching, Learning & Leadership, Georgia State University, USA
"Challenging the tropes of dominant sociopolitical theory, Indigeneity and Decolonial Resistance is a bold, brazen and uncompromising collection of essays that stands at the cutting edge of decolonial studies."--Peter McLaren, Distinguished Professor in Critical Studies, Attallah College of Educational Studies, Chapman University (04/16/2018)
"In this text, indigeneity as a political concept challenges Western hegemonic educational practice. The decolonization of education, in terms of curriculum content, pedagogy, and resistance, constitutes the major theme. The commodification of seeds, land, and indigenous knowledge, and the "povertization" of Africa through self-serving development officials, planners, and researchers, are of prime concern to the 12 contributing authors. Corporations such as Monsanto are implicated not only in the recolonizing process but also in the entrenchment of poverty, the systematic exclusion of indigenous peoples, and in the planning and execution of programs, ostensibly for their benefit. The contributors argue that new directions in "decolonial resistance" also necessitate ... "(read the full review in CHOICE, April 2019, Vol. 56, No. 8)--G. Emeagwali, Central Connecticut State University