商品簡介
In this collection of essays, Canadian scholars in anticolonial, international development, and social justice education (most affiliated with the University of Toronto) challenge the Euro-Western epistemological dominance in attitudes on African development, and instead offer a special emphasis on indigenous approaches to guide development. Some subjects considered include education for democracy in Africa, indigenous African processes of conflict mediation, indigenous governance as a framework for African development, and African visions of environmental stewardship. Case studies come from countries including Nigeria and Rwanda. The book strives to be accessible to non-experts and students as well as researchers, social theorists, and development practitioners in Africa. It can be used as a supplement for undergraduate and graduate courses in development, global education, and African studies. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)
作者簡介
George J. Sefa Dei is an educator, researcher, and writer. Currently, he is Professor of Humanities, Social Sciences, and Social Justice Education, Ontario Institute for Studies in Education, University of Toronto (OISE/UT). His teaching and research interests are in the areas of anti-racism, minority schooling, international development, anti-colonial thought, and Indigenous knowledge systems, and he has published extensively in these areas. He edited an international reader, Indigenous Philosophies and Critical Education (Peter Lang, 2011) and co-edited Contemporary Issues in African Science Education.
Paul Banahene Adjei is a Ghanaian Canadian. Currently, he is Assistant Professor at the School of Social Work, Memorial University of Newfoundland and Labrador. His recent work includes ?When Blackness Shows Up Uninvited: Examining the Murder of Trayvon Martin through Fanonian Racial Interpellation? in Contemporary Issues in the Sociology of Race and Ethnicity: A Critical Reader (Peter Lang, 2014). His teaching and research interests include critical race and anticolonial readings of violence and nonviolence, leadership and social justice, spirituality and social work practice, and alternative discourses in development.
