Indigenous Knowledge! Any One? Pedagogical Possibilities for Anti-colonial Education

  • George J Sefa DeiEmail author
Part of the Explorations of Educational Purpose book series (EXEP, volume 9)


Extending the discussion beyond the theoretical justification for African-centred education, this chapter demonstrates how identity and knowledge production are concrete tools for learning. The lived experiences of Indigeneity – the particularities of location and experiences – inform how theory guides the teaching and learning processes.


Pedagogy Anti-colonialism Anti-colonial education African-centred education Identity production Knowledge production Learning tools Indigeneity Locality Teaching and learning processes 


  1. Agrawal, A. (1995a) Dismantling the Divide Between Indigenous and Western Knowledge. Development and Change, 26(3), 413–439.CrossRefGoogle Scholar
  2. Agrawal, A. (1995b) Indigenous and Scientific Knowledge: Some Critical Comments. Indigenous Knowledge and Development Monitor, 3(3), 3–5.Google Scholar
  3. Asante, M. (1999) The Painful Demise of Eurocentrism: An African-Centred Response to Critics. Trenton, NJ: Africa World Press.Google Scholar
  4. Brokensha, D., D. M. Warren, and Werner, O. (Eds.) (1995) Indigenous Knowledge Systems and Development. Boston: University Press of America.Google Scholar
  5. Chinweizu, W. (2007). Black Colonialist: The Root of the Trouble in Nigeria. An Achebe Foundation Interview of Chinweizu by Paul Odidi.Google Scholar
  6. Dei, G. J. S. (2008) Indigenous Knowledge Studies and the Next Generation: Pedgogical Possibilities for Anti-Colonial Education. Australian Journal of Indigenous Education, 37, 5–13.Google Scholar
  7. Dei, G. J. S. and Asgharzadeh, A. (2006) Indigenous Knowledges and Globalization: An African Perspective. In Abdi, A., Puplampu, K. and Dei, G. (Eds.) African Education and Globalization: Critical Perspectives (pp. 53–78). Lanham, MD: Lexington Books.Google Scholar
  8. Du Bois, W. E. B. (1947) The World and Africa. New York: Viking Press.Google Scholar
  9. Fals Borda, O. (1980) Science and the Common People. Yugoslvia: Sarajevo.Google Scholar
  10. Fals-Borda, O. (1991) Some Basic Ingredients. In Fals-orda, O. and Rahman, M. A. (Eds.) Action and Knowledge: Breaking the Monopoly with Participatory Action-Research (pp. 3–12). New York: The Apex Press.Google Scholar
  11. Ginsburg, F. (1994) Embedded Aesthetics: Creating Discursive Space for Indigenous Media. Cultural Anthropology, 9(3), 365–382.CrossRefGoogle Scholar
  12. Karenga, M. (1999) Whiteness Studies: Deceptive or Welcome Discourse?. Black Issues in Higher Education, 16(6), 26–28.Google Scholar
  13. Karenga, M. (2007b) The Flawed Foundation of America: Jamestown and Herrenvolk Democracy. Los Angeles Sentinel. February 22, p. A9.Google Scholar
  14. Nakata, M. (2007). The Cultural Interface. The Australian Journal of Indigenous Education, 36(5), 2–14.Google Scholar
  15. Pohlhaus, G. (2002) Knowing Communities: An Investigation of Harding’s Standpoint Epistemology. Social Epistemology, 16(3), 283–293.CrossRefGoogle Scholar
  16. Purcell, T. W. (1998) Indigenous Knowledge and Applied Anthropology: Question of Definition and Direction. Human Organization, 57(3), 258–272.Google Scholar
  17. Roberts, M. (1998). Indigenous Knowledge and Western Science: Perspectives from the Pacific. In D. Hodson (Ed.) Science and Technology Education and Ethnicity: An Aoteroa/New Zealand Perspective (pp. 59–75). Proceedings of a conference held at the Royal Society of New Zealand, Thorndon, Wellington, May 7–8, 1996. The Royal Society of New Zealand Miscellaneous Series #50.Google Scholar
  18. Russell, L. (2005) Indigenous Knowledge and the Archives: Accessing Hidden History and Understandings. In Nakata, M. and Langton, M. (Eds.) Australian Indigenous Knowledge and Libraries. Kingston, Australia: Australian Academic & Research Libraries, Australian Library and Information Association.Google Scholar
  19. Scheurich, J. and Young, M. (1999) Coloring Epistemologies. Educational Researcher, 26(4), 4–16.Google Scholar
  20. Verran, H. (2005). “Knowledge traditions of Aboriginal Australians: Questions and Answers Arising in a Databasing Project”, Draft published by Making Collective Memory with Computers. School of Australian Indigenous Knowledge Systems, Charles Darwin University, Darwin, Northern Territory.
  21. Warren, D. M., Slikkerveer, L. J., and Brokensha, D. (Eds.) (1995) The Cultural Dimension of Development: Indigenous Knowledge Systems. Exeter: Intermediate Technology Publications.Google Scholar
  22. Wente, M. (2007) Is This Woman An Islamophobe?. Globe and Mail. March 31, 2007, p. A25.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of Toronto, Ontario Institute for Studies in Education (OISE)TorontoCanada

Personalised recommendations