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Reframing blackness and black solidarities through anti-colonial and decolonial prisms
In: Critical studies of education volume 4
This book grounds particular struggles at the curious interface of skin, body, psyche, hegemonies and politics. Specifically, it adds to current [re]theorizations of Blackness, anti-Blackness and Black solidarities, through anti-colonial and decolonial prisms. The discussion challenges the reductionism of contemporary polity of Blackness in regards to capitalism/globalization, particularly when relegated to the colonial power and privileged experiences of settler. The book does so by arguing that this practice perpetuates procedures of violence and social injustice upon Black and African peoples. The book brings critical readings to Black racial identity, representation and politics informed by pertinent questions: What are the tools/frameworks Black peoples in Euro-American/Canadian contexts can deploy to forge community and solidarity, and to resist anti-Black racism and other social oppressions? What critical analytical tools can be developed to account for Black lived experiences, agency and resistance? What are the limits of the tools or frameworks for anti-racist, anti-colonial work? How do such critical tools or frameworks of Blackness and anti-Blackness assist in anti-racist and anti-colonial practice? The book provides new coordinates for collective and global mobilization by troubling the politics of "decolonizing solidarity" as pointing to new ways for forging critical friends and political workers. The book concludes by offering some important lessons for teaching and learning about Blackness and anti-Blackness confronting some contemporary issues of schooling and education in Euro-American contexts, and suggesting ways to foster dialogic and generative forums for such critical discussions
Emerging perspectives on "African development"': speaking differently
In: Counterpoints: studies in the postmodern theory of education 443
Teaching Africa: towards a transgressive pedagogy
In: Explorations of educational purpose 9
Indigenous philosophies and critical education: a reader
In: Counterpoints vol. 379
Fanon and education: thinking through pedagogical possibilities
In: Counterpoints 368
Racists Beware: a Uncovering Racial Politics in the Post Modern Society
In: Transgressions: Cultural Studies and Education 21
In: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Preliminary Material -- Race and Anti-Racism in the Postmodern Context -- Race As a Lived Reality -- Recasting Anti-Racism Knowledge -- Unpacking Systemic Racism -- Racialization and the Making of Racialized Subjects -- 'Resistance to Amputation' -- Race, Difference, and the Discourse of Intersectionality -- Race, Schooling and Education -- Teaching Race in the Contemporary Classroom -- Alternative/Counter And Insurgent Visions of Transformative Education -- Race and the Seduction of 'Overcoming' -- Postscript -- References -- Notes -- Transgressions: Cultural Studies and Education.
Schooling and difference in Africa: democratic challenges in a contemporary context
Since the 1950s when most African countries gained political independence, schooling has presented very difficult challenges. In the discussion of these challenges, however, the issue of diversity has received relatively little attention. Schooling and Difference in Africa aims to understand how differences such as ethnicity, class, gender, language, religion, and disability play out in African schools systems, and more specifically in Ghana. Together, George J. Sefa Dei, Alireza Asgharzadeh, Sharon Eblaghie Bahador, and Riyad Ahmed Shahjahan promote 'educational inclusion' in the context of African schooling. The aspects of diversity explored in this study include: minority / majority relations, race, ethnicity, gender, language, class, religion, and physical (dis)ability. The authors build their analyses of these issues around a series of interviews, which project a perspective that policy makers and administrators rarely seek out. By studying the challenges of inclusive education in Ghana and, further, by making comparisons with the Canadian context, this volume seeks to shed light on the ongoing struggle for an empowering school system in Africa and elsewhere.
Foreword
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 51, Heft 1, S. 1-14
ISSN: 1467-873X
CRITICAL PERSPECTIVES ON INDIGENOUS RESEARCH
In: Socialist Studies: The Journal of the Society for Socialist Studies, Band 9, Heft 1, S. 27-38
Post-Colonial education in West Africa: the relevance of local cultural teachings for understanding school, community, and society interface
In: Writing postcolonial histories of intercultural education, S. 268-288