Bøker i Routledge Research in Decolonizing Education-serien

By foregrounding the voices and experiences of scholars from the Global South who have migrated to institutions in the Global North, this volume theorizes the "third space" as a unique, rich, and generative position in the Western academy.

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern Epistemologies can be used to further the decolonization of post-secondary education in the Global South.

Adopting a uniquely critical lens, this volume analyzes the relationship between forced migration, the migrations of people, and subsequent impacts on education. In doing so, it challenges Euro-modern and colonial notions of what it means to move across "borders".

This book explores the influence of neoliberal globalisation on African higher education, considering the impact of the politics of neoliberal ideology on the nature and sources of knowledge in African universities.

This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years.

This timely work investigates the possibility of unyoking and decolonising African university knowledges from colonial relics. It claims that academics from socially, politically, and geographically underprivileged communities in the South need to have their voices heard outside of the global power structure.

This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field.Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.