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2019 SPE Outstanding Book Award Honorable Mention
To be able to promote effective anti-colonial and decolonial education, it is imperative that educators employ indigenous epistemologies that seek to threaten, replace and reimagine colonial thinking and practice. Indigeneity and Decolonial Resistance hopes to contribute to the search for a more radical decolonial education and practice that allows for the coexistence of, and conversation among, “multiple-epistemes.” The book approaches the topics from three perspectives:
• the thought that our epistemological frameworks must consider the body of the knowledge producer, place, history, politics and contexts within which knowledge is produced,
• that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western science scholarship, and
• that the complex problems and challenges facing the world today defy universalist solutions, but can still be remedied.
Indigeneity and Decolonial Resistance is an excellent text for use in a variety of upper-division undergraduate and graduate classrooms. It is also a valuable addition to the libraries of writers and researchers interested in indigenous studies and decolonialism.
“Back in the Day”
1. Indigeneity and Decolonial Resistance: An Introduction
George J. Sefa Dei and Cristina Sherry Jaimungal
2. Decolonial Latinx Feminist Spiritual Practices in Processes of Decolonization
Carolina Rios Lezama
3. (Re)Claiming Spirituality as Anti-Colonial Resistance and Decolonial Praxis: An Africana-Feminist Discussion on Spirituality and Indigenous Knowledges in Education
4. Reflections on the Implications of Western Theories on Indigenous Populations: Decolonizing and Indigenizing the Classroom
5. Decolonizing the Geography Classroom: A Call to Action for Educators to Reimagine Pedagogy of Place
6. “Indigenous Knowledges”: Issues of Commodification, Privatization, and Intellectual Property Rights
7. Decolonization Through Decentralization
8. The Role of English Education in Post-Colonial Egypt: Criticisms and Solutions for the Future
9. Education in Somalia: The Role of International Organizations in Formal Education
10. Development, Research, and the Commodification of Poverty in Africa: Rethinking Research Narratives
11. Dreaming Our Way to New Decolonial and Educational Futurities: Charting Pathways of Hope
Kimberly L. Todd
Who Am I? (Poetry)
Decolonization (Think Piece)
"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
"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
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