Education, Indigenous Knowledges, and Development in the Global South: Contesting Knowledges for a Sustainable Future (Hardback)Anders Breidlid (author)
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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.
Publisher: Taylor & Francis Ltd
Number of pages: 244
Weight: 476 g
Dimensions: 229 x 152 mm
'The book is a most valuable source of information on problems facing countries in the Global South. It is very well written. I hope it will be read - and discussed - by students, scholars, and aid workers so that they can better understand the problems facing authorities in countries with disadvantaged groups, when structuring the education
system.'- Lars Leer, Forum for Development Studies, February 2015
'This is an important book and one that will provide and provoke in equal measure.'- David Stephens, Comparative Education, January 2015
'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, International Review of Education, September 2013
'Breidlid's Education, Indigenous Knowledges, and Development provides fascinating insight into a number of education systems in the Global South...The book is passionately written, and is evidently the culmination of a considerable period of field research and scholarly practice.'- Patrick L.J. Bailey, British Journal of Sociology of Education, June 2013
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