George Jerry Sefa Dei, PhD, is a Full Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education, University of Toronto.Paul Banahene Adjei, PhD, is a Full Professor in the School of Social Work at Memorial University of Newfoundland.Grace Garlow is a teacher and interdisciplinary researcher whose work centers on culturally responsive education.Ilar Haydarian is a law student at the University of Western Ontario with an academic background in equity and social justice education.Alessia Cacciavillani holds a Master of Education and is currently a teacher candidate in Ontario.Danica Vidotto, PhD, is an educator and researcher at the University of Ottawa.

• Acknowledgements - Preface - Chapter 1: Introduction - Chapter 2: Theory and Method - Chapter 3: Understanding and Defining Eldership: African and Canadian Contexts - Chapter 4: Intersections of Race, Class and Gender - Chapter 5: Elders in the Teaching of Cultural Knowledge - Chapter 6: Elders in the Teaching of Cultural Knowledge - Chapter 7: Spirituality in Education - Chapter 8: Modernity and Eurocentrism - Chapter 9: Resistance and Reconnection - Chapter 10: Bridging Values of Communion, Healing and Regeneration - Chapter 11: Revisioning Educational Possibilities: Culturally and Historically Relevant Mentorship - Chapter 12: Possibilities: Practical Ways to Integrate African Elders in Schools - Chapter 13: Teaching Character and Values Education Through African Elders' Critical Teachings - Conclusion - Notes on Contributors

George Jerry Sefa Dei, PhD, is a Full Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education, University of Toronto.Paul Banahene Adjei, PhD, is a Full Professor in the School of Social Work at Memorial University of Newfoundland.Grace Garlow is a teacher and interdisciplinary researcher whose work centers on culturally responsive education.Ilar Haydarian is a law student at the University of Western Ontario with an academic background in equity and social justice education.Alessia Cacciavillani holds a Master of Education and is currently a teacher candidate in Ontario.Danica Vidotto, PhD, is an educator and researcher at the University of Ottawa.

• Acknowledgements - Preface - Chapter 1: Introduction - Chapter 2: Theory and Method - Chapter 3: Understanding and Defining Eldership: African and Canadian Contexts - Chapter 4: Intersections of Race, Class and Gender - Chapter 5: Elders in the Teaching of Cultural Knowledge - Chapter 6: Elders in the Teaching of Cultural Knowledge - Chapter 7: Spirituality in Education - Chapter 8: Modernity and Eurocentrism - Chapter 9: Resistance and Reconnection - Chapter 10: Bridging Values of Communion, Healing and Regeneration - Chapter 11: Revisioning Educational Possibilities: Culturally and Historically Relevant Mentorship - Chapter 12: Possibilities: Practical Ways to Integrate African Elders in Schools - Chapter 13: Teaching Character and Values Education Through African Elders' Critical Teachings - Conclusion - Notes on Contributors

George Jerry Sefa Dei, PhD, is a Full Professor of Social Justice Education and Director of the Centre for Integrative Anti-Racism Studies at the Ontario Institute for Studies in Education, University of Toronto.Paul Banahene Adjei, PhD, is a Full Professor in the School of Social Work at Memorial University of Newfoundland.Grace Garlow is a teacher and interdisciplinary researcher whose work centers on culturally responsive education.Ilar Haydarian is a law student at the University of Western Ontario with an academic background in equity and social justice education.Alessia Cacciavillani holds a Master of Education and is currently a teacher candidate in Ontario.Danica Vidotto, PhD, is an educator and researcher at the University of Ottawa.

• Acknowledgements - Preface - Chapter 1: Introduction - Chapter 2: Theory and Method - Chapter 3: Understanding and Defining Eldership: African and Canadian Contexts - Chapter 4: Intersections of Race, Class and Gender - Chapter 5: Elders in the Teaching of Cultural Knowledge - Chapter 6: Elders in the Teaching of Cultural Knowledge - Chapter 7: Spirituality in Education - Chapter 8: Modernity and Eurocentrism - Chapter 9: Resistance and Reconnection - Chapter 10: Bridging Values of Communion, Healing and Regeneration - Chapter 11: Revisioning Educational Possibilities: Culturally and Historically Relevant Mentorship - Chapter 12: Possibilities: Practical Ways to Integrate African Elders in Schools - Chapter 13: Teaching Character and Values Education Through African Elders' Critical Teachings - Conclusion - Notes on Contributors