Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity
For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore...
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ftiupui:oai:scholarworks.iupui.edu:1805/25291 2023-10-09T21:51:34+02:00 Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity Kazembe, Lasana D. 2021-02-23 application/pdf https://hdl.handle.net/1805/25291 en_US eng Oxford Research Encyclopedia 10.1093/acrefore/9780190264093.013.1591 Kazembe, L. D. (2021, February 23). Curriculum studies and indigenous global contexts of culture, power, and equity. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1591 https://hdl.handle.net/1805/25291 global education deculturalization culture curriculum educational equity indigenous epistemology cultural memory Article 2021 ftiupui https://doi.org/10.1093/acrefore/9780190264093.013.1591 2023-09-22T14:22:17Z For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation. Article in Journal/Newspaper First Nations Indiana University - Purdue University Indianapolis: IUPUI Scholar Works Pacific |
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Indiana University - Purdue University Indianapolis: IUPUI Scholar Works |
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language |
English |
topic |
global education deculturalization culture curriculum educational equity indigenous epistemology cultural memory |
spellingShingle |
global education deculturalization culture curriculum educational equity indigenous epistemology cultural memory Kazembe, Lasana D. Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
topic_facet |
global education deculturalization culture curriculum educational equity indigenous epistemology cultural memory |
description |
For historically marginalized groups that continue to experience and struggle against hegemony and deculturalization, education is typically accompanied by suspicion of, critique of, and resistance to imposed modes, systems, and thought forms. It is, therefore, typical for dominant groups to ignore and/or regard as inferior the collective histories, heritages, cultures, customs, and epistemologies of subject groups. Deculturalization projects are fueled and framed by two broad, far-reaching impulses. The first impulse is characterized by the denial, deemphasis, dismissal, and attempted destruction of indigenous knowledge and methods by dominant groups across space and time. The second impulse is the effort by marginalized groups to recover, reclaim, and recenter ways of knowing, perceiving, creating, and utilizing indigenous knowledge, methods, symbols, and epistemologies. Deculturalization projects in education persist across various global contexts, as do struggles by global actors to reclaim their histories, affirm their humanity, and reinscribe indigenous ways of being, seeing, and flourishing within diverse educational and cultural contexts. The epistemologies, worldview, and existential challenges of historically marginalized groups (e.g., First Nations, African/African American, Latinx, Asian, and Pacific) operate as sites and tools of struggle against imperialism and dominant modes of seeing, being, and making meaning in the world. Multicultural groups resist deculturalization in their ongoing efforts to apprehend, interrogate, and situate their unique cultural ways of being as pedagogies of protracted resistance and praxes of liberation. |
format |
Article in Journal/Newspaper |
author |
Kazembe, Lasana D. |
author_facet |
Kazembe, Lasana D. |
author_sort |
Kazembe, Lasana D. |
title |
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
title_short |
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
title_full |
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
title_fullStr |
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
title_full_unstemmed |
Curriculum Studies and Indigenous Global Contexts of Culture, Power, and Equity |
title_sort |
curriculum studies and indigenous global contexts of culture, power, and equity |
publisher |
Oxford Research Encyclopedia |
publishDate |
2021 |
url |
https://hdl.handle.net/1805/25291 |
geographic |
Pacific |
geographic_facet |
Pacific |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
10.1093/acrefore/9780190264093.013.1591 Kazembe, L. D. (2021, February 23). Curriculum studies and indigenous global contexts of culture, power, and equity. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1591 https://hdl.handle.net/1805/25291 |
op_doi |
https://doi.org/10.1093/acrefore/9780190264093.013.1591 |
_version_ |
1779314701653508096 |