Education Indigenous Knowledges and Development in the Global South Contesting Knowledges for a Sustainable Future 1st Edition by Anders Breidlid 0415895898 9780415895897
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ISBN 10: 0415895898
ISBN 13: 9780415895897
Author: Anders Breidlid
The book’s focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies. Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of hegemonic epistemology both in the classrooms in the global South as well as in the face of the imminent ecological challenges of our common earth, and discusses whether indigenous knowledge systems would better serve the pupils in the global South and help promote sustainable development.
Table of contents:
1 Introduction
1.1 the Reasons for Writing This Book
1.2 the Structure of the Book
2 The Hegemonic Role of Western Epistemology
2.1 Introduction
2.2 the Epistemic and Economic Marginalization of the South
The Hegemonic Role of Western Knowledge and Science
Epistemic Marginalization: Orientalism
Franz Fanon’s Manicheism and Ngũgĩ Wa Thiong’o’s decolonising the Mind
Economic Marginalization: Immanuel Wallerstein’s World-Systems Analysis
Wallerstein’s Critics
Meyer’s World Society Models
Modernity, Modernization, and Westernization
Globalization New and Old
2.3 the Superiority and Truth Claims of Western Knowledge
The Superiority Claims
The Relativity of Science’s Truth Claims
The Merits of Modern Science
2.4 the Ecological Consequences of Western Hegemonic Epistemology
Limits to Growth
Western Epistemology and Humankind’s Relation to Nature
Ideological Pathology
The Recognition of Non-Hegemonic Epistemologies Contested
2.5 a Critique of Western Hegemonic Knowledge Production from within
Postmodernism
Feminism
3 Indigenous Knowledge Systems, Sustainability, and Education in the Global South
3.1 Introduction
3.2 Indigenous Peoples and Indigenous Knowledges
Who Is Indigenous?
Indigenous Knowledges
3.3 Indigenous Ecological Knowledges
Growing Recognition of Indigenous Ecological Knowledges
Indigenous Medicine
Indigenous Intellectual Property Rights and Patents
Negative Effects of Indigenous Practices
3.4 the Co-Existence Of Western and Indigenous Knowledge Systems: Chat and Expansive Learning
The Francisization of Western Knowledge Production
3.5 Another Knowledge System in the South: Islamic Knowledge Production
3.6 Education in the Global South: What Kind of Knowledges? What Kind of Education?
Identity Construction and Alienation in School
Science/mathematics Education: The Epitome of Western Education
Medium of Instruction
The Issue of Relevancy and Indigenization in Education
Julius Nyerere’s Education for Self-Reliance
Bantu Education in South Africa and the Brigades Movement
Indigenous Knowledge Production Rather than Material Production
Latin America, Indigenous Cultures, and Epistemologies in Education
Learning Material
A Decolonized Curriculum
Teaching and Learning in an Alternative Paradigm
What the World Is Doing or Not Doing
The Role of Education
The Un Organizations
The World Bank
The Norwegian Educational Trust Fund (netf)
4 Indigenous Knowledges and Education The Case of South Africa
4.1 Introduction
The South African Context
4.2 African Renaissance
4.3 Xhosa Worldviews and Knowledge Production
The Locations
The Xhosa Knowledge System
Tradition and Modernity
Identity Construction in Xhosa Communities: Place and Space
Identity, Indigenous Knowledges, and Worldviews: Place and Religious Practices
The Ancestors
Xhosa Religion and Christianity
The Dialogic Nature of Identity Construction
4.4 Land, Sustainability, and Sustainable Development
4.5 Education Policy in South Africa after 1994
Ideology, Knowledge, and Power
Curriculum 2005 and a New Vision for South Africa
Constructing a New National Identity
4.6 Indigenous Knowledges, Education, and Sustainable Development
Medium of Instruction and Sustainability
4.7 Conclusion
5 Education in Sudan and South Sudan Tension and Struggles between Epistemologies
5.1 Introduction
The Sudan Context
Some Theoretical Considerations: Attribution Theory
5.2 the Islamist Hegemonic Political Discourse
Self and Other: The Unity of All Things
Contradictory Discourses
5.3 the Islamist Educational Discourse
Educational Reform
Curriculum and Textbooks
5.4 the Political Discourse in the South
A Common Southern Discourse
5.5 Education in the South as “secondary” Resistance
A Western Modernist Curriculum
Modernity
Indigenous Practices as Anti-Modern
Education as Inclusive?
Gender Disparities
The Modernist Curriculum as Exclusive
5.6 the New Nation South Sudan and Sustainable Development
The Success of the Western Epistemic Mono-Culture
A Modernization Bonanza
Foreign Investments in Land
The Gradual Erosion of Non-Hegemonic Knowledges
Tanzania: A Model to Copy?
The Need for Modern and Indigenous Stories: The Schools
6 The Educational Discourse of Cuba An Epistemological Alternative for Other Countries in the Global South?
6.1 Introduction
The Context
6.2 Indigenous Knowledges and Sustainability
6.3 the Educational Discourse: Social and Cultural Capital
6.4 the Genesis of the Cuban Educational System
Fidel Castro’s Radical Revolution
“the Year of Education”
The Inclusiveness of the Literacy Campaign.
The Tough 1990s: Socialism and Capitalism Hand in Hand
The Battle of Ideas
The New Transformation in Education
The New Junior Secondary School:
The Idea of Social and Academic Inclusion
Discourse Production in the Schools
6.5 an Alternative Discourse: Independence, Indigenization, and Inclusiveness
Instrumentality
Education in the Capitalist Camp?
6.6 Indigenous Knowledges and Sustainability
A Sustainable Society?
Educational Independency?
Inclusiveness: We and the Other
No Assistance from the World Bank or the Imf
6.7 What Others Say about the Education System in Cuba
The Efa Global Monitoring Reports
State-generated Social Capital: Solving the Code?
6.8 Conclusion
7 Cognitive Violence against Minority Groups The Case of the Mapuche in Chile
7.1 Introduction
The Context
7.2 the Situation of the Mapuche
The Number Game
The Socio-Economic And Legal Situation of the Mapuche
The Land Issue
The Cosmology and Epistemology of the Mapuche
7.3 Education in Chile: marco Curricular
7.4 Educación Intercultural Bilingüe (eib)
What Is Educación Intercultural Bilingüe (eib)?
Indigenous Language
Indigenous Social and Economic History: Indigenous Epistemologies
Indigenous Identity Construction
Eib in the Schools
The Mapuche Are Split
7.5 the Mapuche Struggle for Territorial and Cognitive Rights
Sn Power
Protests against Hydroelectric Plants in Patagonia
Indigenous Medicine and Biopiracy: Another Neo-Colonial Imposition
7.6 Conclusion
8 Protest and beyond A Case for Optimism?
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Tags: Anders Breidlid, Education, Indigenous, Knowledges