"Although the manifestation of what is taken to be Indigenous knowledge could presumably be traced back roughly to the origins of humankind, the idea of Indigenous knowledge is a fairly recent phenomenon. It has arguably gained conceptual and discursive currency only over the past half-century, with a veritable slew of conferences, workshops, special journal editions, and anthologies devoted to the topic. Yet, there has been no treatise that offers a comprehensive, critical examination of this notion. Accounts of Indigenous ...
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"Although the manifestation of what is taken to be Indigenous knowledge could presumably be traced back roughly to the origins of humankind, the idea of Indigenous knowledge is a fairly recent phenomenon. It has arguably gained conceptual and discursive currency only over the past half-century, with a veritable slew of conferences, workshops, special journal editions, and anthologies devoted to the topic. Yet, there has been no treatise that offers a comprehensive, critical examination of this notion. Accounts of Indigenous knowledge usually focus on explanations of "Indigenous," "local," "traditional," "African," and the like-- but to date not a single defense of Indigenous knowledge has bothered to explain the particular understanding of "knowledge" the authors are working with.While Indigenous Knowledge: Philosophical and Educational Considerations offers a critique of the idea of Indigenous knowledge, it should in no way be understood as an endorsement of the evils of colonial conquest and (ongoing) exploitation, oppression, and subjugation. Nor should it be taken as an indication of a failure on the author's part to sympathize with the struggle of Indigenous peoples the world over for a dignified and sustainable way of life, for personal and communal space, and for self-determination. The aim of the book is to provide educators and interested laypersons, especially those who are Indigenous, with theoretical tools for critical reflection and interrogation of their own and others' preconceptions, assumptions, and epistemic practices and customs." --
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