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Education, Indigenous knowledges, and development in the global South: Contesting knowledges for a sustainable future

By Anders Breidlid. Routledge, New York, 2013, 244 pp. ISBN 978-0-415-89589-7 (hbk), ISBN 978-0-415-62988-1 (pbk), ISBN 978-0-203-09792-2 (e-book)

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Notes

  1. The term othering denotes looking at oneself and one’s own culture as the norm and those who deviate from this norm are “other people”, by definition exceptional.

References

  • Brock-Utne, B. (2009). Language and culture. In I. Skattum (Ed.), Culture and languages in education: Tools for development (pp. 24–37). Norad Report 15/2009. Oslo: Norwegian Agency for Development Cooperation.

  • Brock-Utne, B. (2010). Language and culture for development. In M. A. Geo-JaJa & S. Majhanovich (Eds.), Education, language and economics: Growing national and global dilemmas (pp. 109–127). Rotterdam: Sense Publishers.

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  • Odora, C. A. (1993) Educating African girls in a context of patriarchy and transformation: A theoretical and conceptual analysis. Master’s degree studies series (Vol. 7). Stockholm: Institute of International Education.

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Authors and Affiliations

  1. Department of Education, University of Oslo, Oslo, Norway

    Birgit Brock-Utne

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  1. Birgit Brock-Utne
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Correspondence to Birgit Brock-Utne.

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Brock-Utne, B. Education, Indigenous knowledges, and development in the global South: Contesting knowledges for a sustainable future. Int Rev Educ 59, 809–811 (2013). https://doi.org/10.1007/s11159-013-9375-z

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  • DOI: https://doi.org/10.1007/s11159-013-9375-z

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