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Ancient and Indigenous Wisdom Traditions in the Americas : Towards More Balanced and Inclusive Curricular Representations and Classroom Practices

By: (Edited by) Ehaab Abdou , (Edited by) Theodore Zervas

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Ksh 26,100.00

Format: Hardback or Cased Book

ISBN-10: 1032766743

ISBN-13: 9781032766744

Series: Studies in Curriculum Theory Series

Publisher: Taylor & Francis Ltd

Imprint: Routledge

Country of Manufacture: GB

Country of Publication: GB

Publication Date: Aug 1st, 2024

Print length: 286 Pages

Weight: 453 grams

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This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.

This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.

With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts. The book offers a range of important studies from various contexts across the Americas, including Canada, the various member nations of the Caribbean Community (CARICOM), Puerto Rico, and the United States. The various chapter contributions address and discuss nuances of each of the contexts under study. The contributions also help highlight some key commonalities across these contexts, including how dominant discourses and various forces have historically shaped—and continue to shape and reproduce— such omissions, misrepresentations, and marginalization. In addition to seeking to reconcile with some of these ancient and Indigenous wisdom traditions and cultures, the book charts a path forward toward more holistic analytical frameworks as well as more inclusive and balanced representations and classroom practices in these aforementioned geographic contexts and beyond.

It will appeal to scholars, researchers, undergraduate, and graduate students with interests in Indigenous education, curriculum studies, citizenship education, history of education, religion, and educational policy.


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