Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education

1. Front Matter

   Pages i-xi

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2. Introduction

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 1-36

3. Articulating the Epistemic Challenge

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 37-49

4. Colonial Education in the Canadian Context

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 51-77

5. Responding to the Epistemic Challenge – A Decolonial Project

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 79-111

6. Land as Indigenous Epistemology

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 113-126

7. The Role of Elders and Their Cultural Knowledges in Schools

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 127-151

8. Making the Case for the Incorporation of African Indigenous Elders and their Cultural Knowledges into Schools

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 153-174

9. Some Best Practices on Incorporating Elders into Schools

   • George J. Sefa Dei, Wambui Karanja, Grace Erger

   Pages 175-187

10. The Challenges of Incorporating Elders into Schools

    • George J. Sefa Dei, Wambui Karanja, Grace Erger

    Pages 189-208

11. Conclusion: Imagining New Indigenous Educational Futurities

    • George J. Sefa Dei, Wambui Karanja, Grace Erger

    Pages 209-218

12. Back Matter

    Pages 219-226

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This book makes a strong case for the inclusion of Indigenous Elders’ cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students. This book provides opportunities for exploring the decolonization of educational approaches. It promotes the synthesis of multiple types of knowledge and ways of knowing by making a case for the incorporation of Indigenous knowledges and Indigenous Elders as teachers in learning spaces. The book is of interest to educators, students, and researchers of Indigenous knowledge and decolonizing education. Additionally, it is important for educational policy makers, especially those engaged in looking for strategic solutions to bridging educational disparities and gaps for Indigenous, Black, Latinx and other minority learners.

• Indigenous Knowledges
• Indigenous Elders
• Cultural Knowledges
• Decolonization
• African and Black
• Anti-Colonial Education
• Schooling, Disengagement, Alienation
• Educational Futurity

• Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

  George J. Sefa Dei, Wambui Karanja

• University of Toronto, Toronto, Canada

  Grace Erger

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