This edited volume examines the decolonization of worldviews and ways of knowing in education and educational policy. It critically challenges the Western interpretation of epistemology and ontology, providing a platform for contributors to demonstrate how concepts of decolonization, knowledge and worldviews are understood.
This edited volume examines the decolonization of worldviews and ways of knowing in education and educational policy. It critically challenges the Western interpretation of epistemology and ontology, providing a platform for contributors to demonstrate how concepts of decolonization, knowledge and worldviews are understood, as well as the impact of these understandings in creation of policies and practices in education and pedagogy. It also offers insight into related themes on student resilience, English language, the internationalization of western knowledge, indigenous paradigms, and curriculum transformation. Chapter authors present new understandings of decolonizing knowledge and diversity, analysis of non-Western and indigenous epistemologies and worldviews, and examples of implementation of equity in policy and education through case studies. Creating and initiating a platform for wider debate, it will ultimately appeal to scholars, researchers, policy makers and educational leaders concerned with decolonizing education and policy in North America and beyond, and with interests in indigenous education, decolonizing education, sociology of education, and philosophy of education.
Part 1: Theory
1. Totalizing Worldview or Multicentric Totalization? Can
conceptual reification of misapplication of onto-epistemology be avoided in
education?
2. Colonizing English language in education systems as the primary
language of instruction and current state of English academic literacy in
education systems
3. Pedagogical advantages of embracing Indigenous embodied
knowledge from Turtle Island for decolonizing educational systems and
enhancing cultural engagement
4. Examining the White Mans Burden Part 2:
Practice
5. Changing our point of departure: The scaffolded explanations
colonial roots and how we can rethink this practice
6. Empowering graduate
students: A decolonizing mentoring model for scholar-practitioners in a
doctoral program in educational leadership
7. Assessing and identifying
culturally and linguistically diverse students for special education
programs: A culturally responsive, relevant and sustaining approach
8. Social
justice education: Critical practice that can lead to curriculum
transformation
9. Decolonizing education policy and teacher education
programs: From systemic absence to equitable presence of Internationally
Educated Teachers Part 3: Case Studies
10. Rethinking literacy learning and
teaching on the prairie: A rural perspective
11. Decolonisation of indigenous
languages to mediate the resilience of students in African higher education
institutions
12. Decolonizing knowledges: Valuing diverse languages,
environmental knowledges, knowledge and consciousness: The Francophonie A
case of immigrant writers in the 20th century
13. Convince the prince:
Towards a credible and integrative step in decolonization and curriculum
development
14. Towards the decolonized dissertation: The experience of an
Anglophone Caribbean student
Michael Kariwo is Instructor in the Faculty of Education at the University of Alberta, Canada.
Chouaib El Bouhali is Adjunct Professor, University of Alberta, Canada.
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