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001			978-94-6091-687-8
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008			120123s2011 ne | s |||| 0|eng d
020			_a9789460916878 _9978-94-6091-687-8
024	7		_a10.1007/978-94-6091-687-8 _2doi
050		4	_aLC8-6691
072		7	_aJNA _2bicssc
072		7	_aEDU040000 _2bisacsh
082	0	4	_a370.1 _223
100	1		_aAbdi, Ali A. _eeditor.
245	1	0	_aDecolonizing Philosophies of Education _h[electronic resource] / _cedited by Ali A. Abdi.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aVII, 195p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aPhilosophy of education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people’s lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes. “This collection of critical and scholarly analyses provides an insightful and timely resource for decolonizing philosophies of education that continue to shape discourses, policies, curricula and practices in all levels of educational and social institutions. It also usefully challenges versions of postcolonial studies that fail to recognize and demystify the continuity of colonial hegemony in contemporary societal formations in both the global north and south.” Toh Swee-Hin, Distinguished Professor, University for Peace, Costa Rica & Laureate, UNESCO Prize for Peace Education (2000) “Decolonizing philosophies of education edited by Ali A. Abdi is a collection of twelve essays by noted scholars in the field who provide strong readings of postcolonialism in education with an emphasis on decolonizing epistemologies. It provides a clear and comprehensive introduction to the critical history of colonization, postcolonial studies and the significance of education to the colonial project. This is an important book that provides a global perspective on the existential and epistemological escape from the colonial condition.” Michael A. Peters, Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign
650		0	_aEducation.
650		0	_aEducation _xPhilosophy.
650	1	4	_aEducation.
650	2	4	_aEducational Philosophy.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-687-8
912			_aZDB-2-SHU
999			_c109714 _d109714