Indigeneity and Decolonial Resistance : Alternatives to Colonial Thinking and Practice

Cover
Half-Title Page
Title Page
Copyright Page
Contents
Dedication
Acknowledgments
Back in the Day - Phyllis McKenna
Chapter 1. Indigeneity and Decolonial Resistance:
An Introduction
	References
Chapter 2. Decolonial Latinx Feminist Spiritual Practices in Processes of Decolonization
	Locating Myself
	Decolonial and Anti-Racist Feminist Framework
	The Colonial Project
	Defining Decolonization and Indigenous Knowledges
	Defining Spirituality
	Latinx and Chicana Spirituality
and Decolonization and Social Justice
	Reclaiming Indigenous Chicana Goddesses
	Reconfiguring Cultural and Knowledge Production
	Notes
	References
Chapter 3. (Re)Claiming Spirituality as Anti-Colonial Resistance and Decolonial Praxis: An Africana-Feminist Discussion on Spirituality and Indigenous Knowledges in Education
	Introduction
	Visiting the Literature: Understanding the Convergences and Divergences for Spirituality in Indigenous Knowledges
	The De-Spiriting of Indigenous Peoples and Knowledges in the
Making of the Euro-Colonial-Modern Dominant Knowledge
	An Africana-Black Feminist Conversation About Spirituality
	A Discursive Framework for Spirituality Grounded in Indigenous Knowledges and a Trialectic Space
	Pedagogical Implications for Education
	Concluding Thoughts
	Note
	References
Chapter 4. Reflections on the Implications of Western Theories on Indigenous Populations: Decolonizing and Indigenizing the Classroom
	Defining Indigenous and Indigenous Knowledges
		Indigenous
		Indigenous knowledges and western knowledge
	Western and Indigenous Theories of Human and Identity Development
		Western theory of human development and identity
		Indigenous perspective of human development and identity
	Mental Health
	Implications of Western Knowledge and Theories on Indigenous Populations
	Decolonize and Indigenize the Classroom
		The meaning of decolonization from the colonizer body
		How to Indigenize now and in the future
	Conclusion
	References
Chapter 5. Decolonizing the Geography Classroom: A Call to Action for Educators to Reimagine Pedagogy of Place
	Introduction
	The Geography Curriculum: Critique and Current Limitations
	Locating Myself in My Work
	Notions of Settler Colonialism, Land, and Spirituality: Contributing to the Conversation
	Decolonizing the Geography Curriculum: The Two-Eyed Classroom
	Supporting Spirituality: Experiential Learning
	Cultivating a Lasting Relationship: Students and the Earth
	Conclusion
	References
Chapter 6. “Indigenous Knowledges”: Issues of Commodification, Privatization, and Intellectual Property Rights
	Locating Myself
	Analysis
	Challenging the “Definitional Power” of the West
	References
Chapter 7. Decolonization Through Decentralization
	Introduction
	Unity Amid the Divisiveness
	Education to Standardize Colonization
	Education/Policies for Whom?
	Universalized Education
	Conclusion
	Notes
	References
Chapter 8. The Role of English Education in Post-Colonial Egypt: Criticisms and Solutions for the Future
	Situating Myself: Subjective Memory and Storytelling as a Form of Knowledge
	Pedagogical Framework
	English Literature: A Tool of the Colonizer
	Alienation, Erasure, or Assimilation: Results of a Homogenized Reading List
	Cultural Assimilation
	English Language as an Indicator of Good Schooling
	The English Language as a Tool for Social and Economic Mobility in Canada, Egypt, and Beyond
	Solutions: Hopes for a More Culturally Relevant and Afrocentric Curriculum
	References
Chapter 9. Education in Somalia: The Role of International Organizations in Formal Education
	Introduction
	Historical: Somalia at a Glance
	The Case of Somalia: “Failed” State
	Education
	International Organization: Dysfunctional Behavior
	The Role of International Organizations
	Conclusion
	References
Chapter 10. Development, Research, and the Commodification of Poverty in Africa: Rethinking Research Narratives
	Introduction
	Conceptualizing Western Development in the African Context
	Evil Twins: Development and Poverty in Africa
	Development and the Povertization of Africa
	Research, Development, and Poverty
	Complicity and Implication of Africans in Development and Research
	Toward Counter-Narratives for Development Research in Africa
		Theorizing Decolonization
		The Need for Developing Counter-Narratives
		Engaging Indigenous Worldviews in Research and Development
		Reclaiming/ReAffirming Indigeneity and Indigenous Knowledges
		Invoking Indigenous Identities
		Problematizing Western Education
		Indigenizing and Decolonizing Research and Development Practices
		Rootedness and Cultural Location
		Challenging Western Accountability and Complicity
		Challenging Our Own Complicities in the Academy
		Issues in Challenging Complicities
	Beyond Decolonization: Futurity and Indigenous Resurgence
		Indigenizing the Academy and the Role of the African Academy in Development
	Alternative Decolonizing Paradigms and Proposals for Further Research
	Conclusion
	References
Chapter 11. Dreaming Our Way to New Decolonial and Educational Futurities: Charting Pathways of Hope
	Locating the Self
	Introduction
	The Colonial Matrix of Power
	Colonialism and Schooling
	Decolonial Options
	Spirituality’s Role in New Futurities
	New Decolonial Futurities
	Pathways of Hope
	Developing a New Language
	Time
	Reconnection With the Earth
	Collective Transformation
	Dreaming Our Way to New Decolonial Futurities
	Developing a New Language
	Time
	Reconnection With the Earth
	Individual Transformation Radiating Outward
	Educational Futurities
	Developing a New Language
	Time
	Reconnection With the Earth
	What Are the Challenges of Pursuing This Educational Futurity?
	Dreaming Pathway of Hope
	Conclusion
	References
Who Am I? - Phyllis McKenna
	Reference
Decolonization - Phyllis McKenna
	Reference
Author Profiles