Table Of ContentPalgrave Macmillan’s
Postcolonial Studies in Education
Studies utilizing the perspectives of postcolonial theory have become established and
increasingly widespread in the last few decades. This series embraces and broadly
employs the postcolonial approach. As a site of struggle, education has constituted a
key vehicle for the “colonization of the mind.” The “post” in postcolonialism is both
temporal, in the sense of emphasizing the processes of decolonization, and analytical
in the sense of probing and contesting the aftermath of colonialism and the impe-
rialism that succeeded it, utilizing materialist and discourse analysis. Postcolonial
theory is particularly apt for exploring the implications of educational colonialism,
decolonization, experimentation, revisioning, contradiction, and ambiguity not only
for the former colonies, but also for the former colonial powers. This series views
education as an important vehicle for both the inculcation and unlearning of colonial
ideologies. It complements the diversity that exists in postcolonial studies of political
economy, literature, sociology, and the interdisciplinary domain of cultural studies.
Education is here being viewed in its broadest contexts, and is not confined to institu-
tionalized learning. The aim of this series is to identify and help establish new areas
of e ducational inquiry in postcolonial studies.
Series Editors:
Antonia Darder holds the Leavey Presidential Endowed Chair in Ethics and Moral
Leadership at Loyola Marymount University, Los Angeles, and is professor emerita at
the University of Illinois, Urbana-Champaign.
Anne Hickling-Hudson is associate professor of Education at Australia’s Queensland
University of Technology where she specializes in cross-cultural and international
education.
Peter Mayo is professor and head of the Department of Education Studies at the
University of Malta where he teaches in the areas of Sociology of Education and
Adult Continuing Education, as well as Comparative and International Education and
Sociology more generally.
Editorial Advisory Board
Carmel Borg(University of Malta)
John Baldacchino(Teachers College, Columbia University)
Jennifer Chan(University of British Columbia)
Christine Fox(University of Wollongong, Australia)
Zelia Gregoriou(University of Cyprus)
Leon Tikly(University of Bristol, UK)
Birgit Brock-Utne(Emeritus, University of Oslo, Norway)
Titles:
A New Social Contract in a Latin American Education Context
Danilo R. Streck; Foreword by Vítor Westhelle
Education and Gendered Citizenship in Pakistan
M. Ayaz Naseem
Critical Race, Feminism, and Education: A Social Justice Model
Menah A. E. Pratt-Clarke
Actionable Postcolonial Theory in Education
Vanessa Andreotti
The Capacity to Share: A Study of Cuba’s International Cooperation in
Educational Development
Edited by Anne Hickling-Hudson, Jorge Corona González, and Rosemary Preston
A Critical Pedagogy of Embodied Education
Tracey Ollis
Culture, Education, and Community: Expressions of the Postcolonial Imagination
Jennifer Lavia and Sechaba Mahlomaholo
Neoliberal Transformation of Education in Turkey: Political and Ideological Analysis
of Educational Reforms in the Age of AKP
Edited by Kemal İnal and Güliz Akkaymak
Radical Voices for Democratic Schooling: Exposing Neoliberal Inequalities
Edited by Pierre W. Orelus and Curry S. Malott
Lorenzo Milani’s Culture of Peace: Essays on Religion, Education,
and Democratic Life
Edited by Carmel Borg and Michael Grech
Indigenous Concepts of Education: Toward Elevating Humanity for All Learners
Edited by Berte van Wyk and Dolapo Adeniji-Neill
Indigenous Concepts of Education
Toward Elevating Humanity for
All Learners
Edited by
Berte van Wyk
and
Dolapo Adeniji-Neill
INDIGENOUS CONCEPTS OF EDUCATION
Copyright © Berte van Wyk and Dolapo Adeniji-Neill, 2014.
Softcover reprint of the hardcover 1st edition 2014 978-1-137-38217-7
All rights reserved.
First published in 2014 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-349-47992-4 ISBN 978-1-137-38218-4 (eBook)
DOI 10.1057/9781137382184
Library of Congress Cataloging-in-Publication Data
Indigenous concepts of education : toward elevating humanity for all
learners / edited by Berte van Wyk and Dolapo Adeniji-Neill.
pages cm.—(Postcolonial studies in education)
Includes bibliographical references and index.
1. Indigenous peoples—Education—Case studies. I. Van Wyk, Berte.
LC3715.I459 2014
371.829—dc23 2013039986
A catalogue record of the book is available from the British Library.
Design by Newgen Knowledge Works (P) Ltd., Chennai, India.
First edition: August 2014
10 9 8 7 6 5 4 3 2 1
To my late husband and best friend
Albert Russel Neill
1927–2012
(from Dolapo)
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Contents
List of Illustrations ix
Foreword xi
Carol D. Lee
Acknowledgments xv
Introduction 1
Berte van Wyk and Dolapo Adeniji-Neill
Part I Education and Identity
1 The Khoisan Indigenous Educational System and the
Construction of Modern Khoisan Identities 17
Berte van Wyk
2 Imagined Geographies and the Construction of the
Campesino and Jíbaro Identities 31
Bethsaida Nieves
3 How Indigenous Concepts Guide Education in Different
Contexts: Tsilhqot’in Culture Course Development 43
Titi I. Kunkel and Blanca Schorcht
4 Self-determination and the Indian Act: The Erosion of
Indigenous Identity 55
Georgina Martin
Part II Knowledges and Epistemologies
5 “Being at Home in the World”: Philosophical Reflections
with Aboriginal Teachers 73
Marjorie O’Loughlin
viii Contents
6 Indigenous Relatedness within Educational Contexts 87
Frances Kay Holmes
7 Indigenous Knowledge, Muslim Education, and
Cosmopolitanism: In Pursuit of Knowledge without
Borders 101
Nuraan Davids and Yusef Waghid
8 Curriculum Leadership Theorizing and Crafting:
Regenerative Themes and Humble Togetherness 113
Vonzell Agosto, Omar Salaam, and Donna Elam
9 Taking an Indigenist Approach to Research: Engaging
Wise Ways of Knowing toward a Vision of Stl’atl’imicw
Education 125
Joyce Schneider, Kicya7
10 The Politics of Loyalty and Dismantling Past-Present
Knowing 139
Ingrid Tufvesson
11 Seal Meat in the Classroom: Indigenous Knowledge and
School Mathematics 157
Melissa Kagle
Part III Culture, Histories, and Language
12 I Will Chant Homage to the Orisa: Oriki (Praise Poetry)
and the Yoruba Worldview 173
Dolapo Adeniji-Neill
13 Containing Interwoven Histories: Indigenous Basket
Weaving in Art Education 185
Courtney Lee Weida
14 An African Philosophy for Children: In Defense of
Hybridity 197
Amasa Philip Ndofirepi
15 Language Ideology and Policy in an American “Hot Spot”:
Perspectives on Native American Language Education 209
J. Taylor Tribble
Bibliography 223
Notes on Contributors 245
Index 249
Illustrations
Figures
4.1 Does the Band you are registered to have an
existing membership code? 63
4.2 T he RCAP report says that a minimum blood quantum
as a general requirement for citizenship is
unconstitutional under section 35. It is wrong in principle
and it is perceived to be inconsistent with the evolution
and traditions of the majority of Aboriginal Peoples.
Do you agree with this statement? 64
4.3 The RCAP report says that Aboriginal people in
Canada should enjoy dual citizenship, that they can
be citizens of an Aboriginal nation and citizens of
Canada. Do you agree? 65
4.4 Do you think that dual citizenship should be permitted
between Aboriginal nations? 66
6.1 Indigenous epistemologies 88
6.2 T he intersectionality of Indigenous epistemological
notions: relatedness 93
11.1 Example of a design from Sarah’s lesson 162
Tables
15.1 Master list—categories and themes from
national-level documents 215
15.2 Master list—categories and themes from
state-level documents 216
15.3 Master list—categories and themes from
local-level documents 216
15.4 M aster list—categories and themes from tribal
nation-level documents 216
