Education, Indigenous Knowledges, and Development in the Global South : Contesting Knowledges for a Sustainable Future book cover
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Education, Indigenous Knowledges, and Development in the Global South
Contesting Knowledges for a Sustainable Future





ISBN 9780415629881
Published August 24, 2012 by Routledge
258 Pages 5 B/W Illustrations

 
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Book Description

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  2. The Hegemonic Role of Western Epistemology  3. Indigenous Knowledge Systems, Sustainability, and Education in the Global South  4. Indigenous Knowledges and Education: the Case of South Africa  5. Education in Sudan and South Sudan: Tension and Struggles Between Epistemologies  6. The Educational Discourse of Cuba - an Epistemological Alternative for Other Countries in the Global South?  7. Cognitive Violence Against Minority Groups: the Case of the Mapuche in Chile  8. Protest and Beyond: A Case for Optimism?

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Author(s)

Biography

Anders Breidlid is Professor of International Education and Development at Oslo University College.

Reviews

"This book is highly recommended for students in international education, for development agencies and anyone who is critical to the imposition of Western knowledge on the rest of the world." – Birgit Brock-Utne, University of Oslo, Norway, in the International Review of Education