04893oam 2200709I 450 991095614610332120251116155945.01-136-22475-00-203-09792-01-283-89478-51-136-22476-910.4324/9780203097922(CKB)2550000000710908(EBL)1101437(OCoLC)823389794(SSID)ssj0000787007(PQKBManifestationID)11428675(PQKBTitleCode)TC0000787007(PQKBWorkID)10803767(PQKB)10174795(MiAaPQ)EBC1101437(Au-PeEL)EBL1101437(CaPaEBR)ebr10640552(CaONFJC)MIL420728(OCoLC)822566376(FINmELB)ELB134999(EXLCZ)99255000000071090820180706d2013 uy 0engur|n|---|||||txtccrEducation, indigenous knowledges, and development in the global south contesting knowledges for a sustainable future /Anders Breidlid1st ed.New York :Routledge,2013.XIII, 244 sfigRoutledge research in education ;82Routledge research in education ;820-415-62988-8 0-415-89589-8 Includes bibliographical references and index.Introduction -- The rationale for writing this book -- The hegemonic role of western epistemology -- Introduction -- The epistemic and economic marginalization of the south -- The superiority claims of western hegemonic epistemology -- He ecological consequences of western hegemonic epistemology -- A critique of western hegemonic epistemology from within -- Indigenous knowledge systems, sustainability, and education in the south -- Introduction -- Indigenous people and indigenous knowledges -- Indigenous ecological knowledges -- The co-existence of western and indigenous knowledge systems. CHAT and expansive learning -- Another knowledge system in the south : Islamic knowledge production -- Education in the global south. What kind of knowledges? What kind of education? -- Indigenous knowledges and education : the case of South Africa -- Introduction -- African renaissance -- The Xhosa worldviews and knowledge production -- Land, sustainability, and sustainable development -- Education policy in South Africa after 1994 -- Indigenous knowledges, education, and sustainable development -- Conclusion -- Education in Sudan and South Sudan : tension and struggles between epistemologies -- Introduction -- The Islamist hegemonic political discourse -- The Islamist educational discourse -- The political discourse in the south -- Education in the south as "secondary" resistance -- The new nation : South Sudan and sustainable development -- The educational discourse of Cuba : an epistemological alternative for other countries in the south? -- Introduction -- Indigenous knowledges and sustainability -- The educational discourse: social and cultural capital -- The genesis of the Cuban education system -- An alternative discourse : independence, indigenization, and inclusiveness -- Indigenous knowledges and sustainability -- What others say about the education system in Cuba -- Conclusion -- The cognitive violence against minority groups : the case of the Mapuche in Chile -- Introduction -- The situation of the Mapuche -- Education in Chile : Marco curricular -- EIB (Educación Intercultural Bilingüe) -- The Mapuche struggle for territorial and cognitive rights -- Conclusion -- Protest and beyond : a case for optimism?.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.Routledge research in education82EducationSouthern HemisphereEducationSouthern HemisphereCase studiesIndigenous peoplesEducationSouthern HemisphereIndigenous peoplesEducationSouthern HemisphereCase studiesEducationEducationIndigenous peoplesEducationIndigenous peoplesEducation370.9181/4Breidlid Anders1947-1775993MiAaPQMiAaPQMiAaPQBOOK9910956146103321Education, indigenous knowledges, and development in the global south4475994UNINA