This timely book brings together leading international scholars to confront the enduring legacy of colonialism in education. Drawing on anti-colonial theory, they challenge the Eurocentric, patriarchal and imperial structures that continue to impact schooling, knowledge production and educational practice.
This timely book brings together leading international scholars to confront the enduring legacy of colonialism in education. Drawing on anti-colonial theory, they challenge the Eurocentric, patriarchal and imperial structures that continue to impact schooling, knowledge production and educational practice.
Through diverse case studies and perspectives, contributors reimagine education as a space of liberation, relationality and decolonial transformation. Chapters analyse pressing global issues ranging from epistemic violence to the carceral logics of schooling, while promoting Indigenous, Black and Global South epistemologies. Combining theory, activism and artistic expression, this book demonstrates that anti-colonial education is not just a critique but a call to action.
Understanding Anti-Colonial Education is a crucial resource for students and scholars across education studies who are interested in decolonial pedagogy. It is also an essential read for practitioners, policymakers and activists seeking to revolutionise educational futures.
Arvustused
The intellectual urgency of the moment to reimagine the future of education against the past of miseducation supplies the epistemic framework for this unique book. It speaks to the values of decolonial education as a critical, transformative agency for liberation. The collected voices manifest new forms of epistemic liberation that relate practices to theories, and both to the production of minds that are organic and anchored to the spirit of ancestral regeneration. -- Toyin Falola, Jacob and Sanger Mossiker Chair in the Humanities, The University of Texas at Austin, USA
Contents
Foreword xii
Nelson Maldonado-Torres
Introduction to anti-colonial education 1
George J. Sefa Dei, Marycarmen Lara Villanueva and Rukiya Mohamed
PART I INDIGENEITY AS PEDAGOGICAL PRAXIS
1 An anticolonial model: syncretic education through
indigenous knowledge and intersectionality 11
Jamaine M. Abidogun
2 Unbleaching the curriculum: anti-colonial education in
English as a second language education and beyond 28
Lahcen Qasserras and Greg Wiggan
3 Decolonizing my science as a philosophical stance: the
anticolonial autoethnography 54
Umar Umangay
4 Unravelling Eurocentric epistemology as a driver of epistemic
oppression in education research: possibilities and tensions 72
Marie McLeod
PART II THEORIZING THE ANTI-COLONIAL
5 Digital platforms and ancient African knowledge systems:
triumphs, vulnerabilities and pedagogical possibilities 84
Gloria Emeagwali
6 Anti-racist and anti-colonial pedagogy in early reading
instruction 100
Hardeep Shergill
7 Indigenous Zapatista metaphoric epistemologies: some
epistemologies of power for anti-colonial education 118
Raul Olmo Fregoso Bailón
PART III SPATIOLOGY OF BLACKNESSES
8 Black boyhood and the coloniality of Eurocentric education 133
Ahmed Ilmi
9 Words have wings, words have feet: autoethnographic
recovery of home in Danticats Brother, Im dying 147
Palvi Sidana
10 My mother tongue is a colonial one: reflections on
anticolonial language education as resistance 157
Mercy O. Martins and Shona McIntosh
PART IV THE ARTS
11 Anticolonial and antiracist (audio)visual literacy 177
Rodrigo Zarate Moeadano
PART V CONFIGURATIONS OF POWER, FUGITIVITY, AND
REFUSAL
12 Decolonial and settler colonial studies, and the examination
of boarding schools as geopolitical institutions 193
Cassandra Rose and Jairo I. Fúnez-Flores
Edited by George J. Sefa Dei, Marycarmen Lara Villanueva and Rukiya Mohamed, Ontario Institute for Studies in Education, University of Toronto, Canada
