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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?

This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. ; Postprint version of published article. The final publication is available at link.springer.com

I kjølvannet av 9. september, gjengjeldelsesaksjonene i Afghanistan og krigen i Irak, og nå sist publiseringen av Muhammed-tegningene, er det blitt tegnet fiendebilder med skarpe streker der begge parter demoniserer Den andre som inkarnasjonen av Satan.

In this article, I argue that the "theological and social-psychological radicalisation model", which has been primarily used in a Western context, has influenced the strategies used by the Kenyan government to explain and combat radicalisation and terrorism. The model predominantly focuses on religion and social networks as crucial to the radicalisation process. My research in Kenya demonstrates how the underlying principles of the model are used in a non-Western context. I claim that the Kenyan government is increasingly using the model to delegate surveillance, especially to the security sector but also to some civil society actors. As illustrated in my findings, Kenya has, through specific definitions, reports and statements, contributed to the institutionalisation of the term radicalisation and its link to Islam. My argument is substantiated by an analysis of official policy documents, official statements and interviews. Paradoxically, the hard approach taken by the security sector in Kenya towards the Muslim population seems to have further fuelled radicalisation in the country. ; publishedVersion

The Ahmadiyah community in Indonesia has experienced increasing infringement on their religiousfreedom in various forms during the last ten years. The opening up of democracy in 1998 resultedin the involvement of "non state actors "in religious violence. Despite increasing attacks against theAhmadiyah community, the state has been reluctant to prevent or punish religious attacks against theAhmadiyah community. In this article I argue that violence against the Ahmadiyah is in danger ofbecoming legitimate.

"This book discusses the vital importance of including indigenous knowledges in the sustainable development agenda. In the wake of colonialism and imperialism, dialogue between indigenous knowledges and Western epistemology has broken down time and again. However, in recent decades the broader indigenous struggle for rights and recognition has led to more understanding of indigenous knowledges, and in 2015 the Sustainable Development Goals (SDGs) outlined the importance of indigenous engagement in contributing to the implementation of the agenda. Drawing on experiences and field work from Africa, Asia, Latin America and Europe, this book brings together authors who explore social, educational, institutional and ecological sustainability related to indigenous knowledges in greater depth. As the decolonizing debate gathers pace within mainstream academic discourse, this book will be an important contribution to scholars across development studies, environmental studies, education, and political ecology."

This book discusses the vital importance of including indigenous knowledges in the sustainable development agenda. In the wake of colonialism and imperialism, dialogue between indigenous knowledges and Western epistemology has broken down time and again. However, in recent decades the broader indigenous struggle for rights and recognition has led to a better understanding of indigenous knowledges, and in 2015 the Sustainable Development Goals (SDGs) outlined the importance of indigenous engagement in contributing to the implementation of the agenda. Drawing on experiences and field work from Africa, Asia, Latin America and Europe, Indigenous Knowledges and the Sustainable Development Agenda brings together authors who explore social, educational, institutional and ecological sustainability in relation to indigenous knowledges. In doing so, this book provides a comprehensive understanding of the concept of "sustainability", at both national and international levels, from a range of diverse perspectives.As the decolonizing debate gathers pace within mainstream academic discourse, this book offers an important contribution to scholars across development studies, environmental studies, education, and political ecology.

This study argues that the recent 'English revolution' in Norway conflates with the growing standardization of education in the European Union (EU; e.g. the 1999 Bologna Treaty). This proliferation of English at the supranational level has knock-oneffects at the national level. Using documents from Statistics Norway, The Directorate of Education, and interviews with teachers and students, it argues that the lack of a robust rationale for high-stakes testing in English must be seen in light of what is called the Anglobalization of education. Findings indicate that the ascendancy of English in Norway may serve to further disadvantage the increasing number of students from immigrant backgrounds (particularly from Asia, Africa, and South America) and privilege their counterparts who hail from the 'Anglosphere' and EU. Following Bourdieu, it is argued that officialdom commits symbolic violence by disguising its role as a vital catalyst of the economic field. ; Postprint version of published article.