George J. Sefa Dei is Professor of Sociology and Equity Studies, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). In 2000 he co-edited Indigenous Knowledges in Global Contexts: Multiple Readings of Our World with Budd Hall and Dorothy Goldin Rosenberg. His most recent books include Teaching Africa: Towards Transgressive Pedagogy; Fanon and Education: Pedagogical Challenges, co-edited with Marlon Simmons (Peter Lang Publishing, 2010); Fanon and the Counterinsurgency of Education; and Learning to Succeed: Improving Educational Achievement for All. In July 2007, he succeeded the occupant of the stool (Odikro) of Asokorekuma and was installed as a traditional chief in Ghana. His stool name is Nana Sefa Atweneboah I, the Adomakwaahene of the town of Asokore, near Koforidua in the New Juaben Traditional Area of Ghana.

• Contents: Akwasi Asabere-Ameyaw: Foreword – George J. Sefa Dei: Introduction – George J. Sefa Dei: Revisiting the Question of the ‘Indigenous’ – Temitope Adefarakan: (Re) Conceptualizing ‘Indigenous’ from Anti-Colonial and Black Feminist Theoretical Perspectives: Living and Imagining Indigeneity Differently – Farah Shroff: We Are All One: Holistic Thought-Forms within Indigenous Societies Indigeneity and Holism – Marcelle Cross-Townsend: Indigenous Education and Indigenous Studies in the Australian Academy: Assimilationism, Critical Pedagogy, Dominant Culture Learners and Indigenous Knowledges – Ali Abdi: African Philosophies of Education: Deconstructing the Colonial and Reconstructing the Indigenous – Jefferey D. Anderson: Space, Time and Unified Knowledge : Following the Path of Vine Deloria, Jr. – Michael Davis: «I Live Somewhere Else but I’ve Never Left Here»: Indigenous Knowledge, History, and Place – Martin Cannon: Ruminations on Red Revitalization: Exploring Complexities of Identity, Difference and Nationhood in Indigenous Education – Patience Elabor-Idemudia: Identity, Representation, and Knowledge Production – Dennis Mcpherson: Indigeneity in Education: A By-product of Assimilation? – Serena Heckler/Paul Sillitoe: Education for Endogenous Development: Contrasting Perspectives from Amazonia and Arabia – Maria Shaa Tláa Williams: Neo-Colonial Melancholia: Alaska Native People, Education and Oil – Michael Marker: Sacred Mountains and Ivory Towers: Indigenous Pedagogies of Place and Invasions from Modernity – Lloyd L. Lee: Indigenous Knowledge in Transition: The Fundamental Laws of the Diné in an Era of Change and Modernity – Gregory Smith: Bringing the Experience of Indigenous People into Alaska Rural Systematic Initiative/Alaska Native Knowledge Network – Judy Iseke/Brennus BMJK: Learning Life Lessons from Indigenous Storytelling with Tom Mccallum – Pauline Chinn/Isabella Aiona Abbott/Michelle Kapana-Baird/Mahina Hou Ross/Lila Lelepali/Ka’umealani Walker/Sabra Kauka/Napua Barrows/Moana Lee/Huihui Kanahele-Mossman: Ua Lele Ka Manu; The Bird Has Flown: A Search for Hawaiian Indigenous/Local Inquiry Methods – Njoki Wane: The Kenyan Herbalist Ruptures the Status Quo in Health and Healing – Ocean Ripeka Mercier: ‘Glocalising’ Indigenous Knowledges for the Classroom – Lyn Carter: The Challenges of Science Education and Indigenous Knowledge – Cynthia B. Dillard/Charlotte Bell: Endarkened Feminism and Sacred Praxis: Troubling (Auto) Ethnography through Critical Engagements with African Indigenous Knowledges – Kimine Mayuzumi: Re/Membering In - Between «Japan» and «The West»: A Decolonizing Journey through the Indigenous Knowledge Framework – Riyad Shahjahan/Kimberly Haverkos: Revealing the Secular Fence of Knowledge: Towards Reimagining Spiritual Ways of Knowing and Being in the Academy – Soenke Biermann: Knowledge, Power and Decolonization: Implication for Non-Indigenous Scholars, Researchers and Educators – Pat O’Riley/Peter Cole: Coyote and Raven Chat about Protecting Indigenous Intellectual Property – Eric Ritskes: Indigenous Spirituality and Decolonization: Methodology for the Classroom – Zahra Murad: Beyond Deconstruction: Evolving the Ties between Indigenous Knowledges and Post-Foundational Anti-Racism – Priscilla Settee: Indigenous Knowledge: Multiple Approaches.

George J. Sefa Dei is Professor of Sociology and Equity Studies, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). In 2000 he co-edited Indigenous Knowledges in Global Contexts: Multiple Readings of Our World with Budd Hall and Dorothy Goldin Rosenberg. His most recent books include Teaching Africa: Towards Transgressive Pedagogy; Fanon and Education: Pedagogical Challenges, co-edited with Marlon Simmons (Peter Lang Publishing, 2010); Fanon and the Counterinsurgency of Education; and Learning to Succeed: Improving Educational Achievement for All. In July 2007, he succeeded the occupant of the stool (Odikro) of Asokorekuma and was installed as a traditional chief in Ghana. His stool name is Nana Sefa Atweneboah I, the Adomakwaahene of the town of Asokore, near Koforidua in the New Juaben Traditional Area of Ghana.

• Contents: Akwasi Asabere-Ameyaw: Foreword – George J. Sefa Dei: Introduction – George J. Sefa Dei: Revisiting the Question of the ‘Indigenous’ – Temitope Adefarakan: (Re) Conceptualizing ‘Indigenous’ from Anti-Colonial and Black Feminist Theoretical Perspectives: Living and Imagining Indigeneity Differently – Farah Shroff: We Are All One: Holistic Thought-Forms within Indigenous Societies Indigeneity and Holism – Marcelle Cross-Townsend: Indigenous Education and Indigenous Studies in the Australian Academy: Assimilationism, Critical Pedagogy, Dominant Culture Learners and Indigenous Knowledges – Ali Abdi: African Philosophies of Education: Deconstructing the Colonial and Reconstructing the Indigenous – Jefferey D. Anderson: Space, Time and Unified Knowledge : Following the Path of Vine Deloria, Jr. – Michael Davis: «I Live Somewhere Else but I’ve Never Left Here»: Indigenous Knowledge, History, and Place – Martin Cannon: Ruminations on Red Revitalization: Exploring Complexities of Identity, Difference and Nationhood in Indigenous Education – Patience Elabor-Idemudia: Identity, Representation, and Knowledge Production – Dennis Mcpherson: Indigeneity in Education: A By-product of Assimilation? – Serena Heckler/Paul Sillitoe: Education for Endogenous Development: Contrasting Perspectives from Amazonia and Arabia – Maria Shaa Tláa Williams: Neo-Colonial Melancholia: Alaska Native People, Education and Oil – Michael Marker: Sacred Mountains and Ivory Towers: Indigenous Pedagogies of Place and Invasions from Modernity – Lloyd L. Lee: Indigenous Knowledge in Transition: The Fundamental Laws of the Diné in an Era of Change and Modernity – Gregory Smith: Bringing the Experience of Indigenous People into Alaska Rural Systematic Initiative/Alaska Native Knowledge Network – Judy Iseke/Brennus BMJK: Learning Life Lessons from Indigenous Storytelling with Tom Mccallum – Pauline Chinn/Isabella Aiona Abbott/Michelle Kapana-Baird/Mahina Hou Ross/Lila Lelepali/Ka’umealani Walker/Sabra Kauka/Napua Barrows/Moana Lee/Huihui Kanahele-Mossman: Ua Lele Ka Manu; The Bird Has Flown: A Search for Hawaiian Indigenous/Local Inquiry Methods – Njoki Wane: The Kenyan Herbalist Ruptures the Status Quo in Health and Healing – Ocean Ripeka Mercier: ‘Glocalising’ Indigenous Knowledges for the Classroom – Lyn Carter: The Challenges of Science Education and Indigenous Knowledge – Cynthia B. Dillard/Charlotte Bell: Endarkened Feminism and Sacred Praxis: Troubling (Auto) Ethnography through Critical Engagements with African Indigenous Knowledges – Kimine Mayuzumi: Re/Membering In - Between «Japan» and «The West»: A Decolonizing Journey through the Indigenous Knowledge Framework – Riyad Shahjahan/Kimberly Haverkos: Revealing the Secular Fence of Knowledge: Towards Reimagining Spiritual Ways of Knowing and Being in the Academy – Soenke Biermann: Knowledge, Power and Decolonization: Implication for Non-Indigenous Scholars, Researchers and Educators – Pat O’Riley/Peter Cole: Coyote and Raven Chat about Protecting Indigenous Intellectual Property – Eric Ritskes: Indigenous Spirituality and Decolonization: Methodology for the Classroom – Zahra Murad: Beyond Deconstruction: Evolving the Ties between Indigenous Knowledges and Post-Foundational Anti-Racism – Priscilla Settee: Indigenous Knowledge: Multiple Approaches.

George J. Sefa Dei is Professor of Sociology and Equity Studies, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). In 2000 he co-edited Indigenous Knowledges in Global Contexts: Multiple Readings of Our World with Budd Hall and Dorothy Goldin Rosenberg. His most recent books include Teaching Africa: Towards Transgressive Pedagogy; Fanon and Education: Pedagogical Challenges, co-edited with Marlon Simmons (Peter Lang Publishing, 2010); Fanon and the Counterinsurgency of Education; and Learning to Succeed: Improving Educational Achievement for All. In July 2007, he succeeded the occupant of the stool (Odikro) of Asokorekuma and was installed as a traditional chief in Ghana. His stool name is Nana Sefa Atweneboah I, the Adomakwaahene of the town of Asokore, near Koforidua in the New Juaben Traditional Area of Ghana.

• Contents: Akwasi Asabere-Ameyaw: Foreword – George J. Sefa Dei: Introduction – George J. Sefa Dei: Revisiting the Question of the ‘Indigenous’ – Temitope Adefarakan: (Re) Conceptualizing ‘Indigenous’ from Anti-Colonial and Black Feminist Theoretical Perspectives: Living and Imagining Indigeneity Differently – Farah Shroff: We Are All One: Holistic Thought-Forms within Indigenous Societies Indigeneity and Holism – Marcelle Cross-Townsend: Indigenous Education and Indigenous Studies in the Australian Academy: Assimilationism, Critical Pedagogy, Dominant Culture Learners and Indigenous Knowledges – Ali Abdi: African Philosophies of Education: Deconstructing the Colonial and Reconstructing the Indigenous – Jefferey D. Anderson: Space, Time and Unified Knowledge : Following the Path of Vine Deloria, Jr. – Michael Davis: «I Live Somewhere Else but I’ve Never Left Here»: Indigenous Knowledge, History, and Place – Martin Cannon: Ruminations on Red Revitalization: Exploring Complexities of Identity, Difference and Nationhood in Indigenous Education – Patience Elabor-Idemudia: Identity, Representation, and Knowledge Production – Dennis Mcpherson: Indigeneity in Education: A By-product of Assimilation? – Serena Heckler/Paul Sillitoe: Education for Endogenous Development: Contrasting Perspectives from Amazonia and Arabia – Maria Shaa Tláa Williams: Neo-Colonial Melancholia: Alaska Native People, Education and Oil – Michael Marker: Sacred Mountains and Ivory Towers: Indigenous Pedagogies of Place and Invasions from Modernity – Lloyd L. Lee: Indigenous Knowledge in Transition: The Fundamental Laws of the Diné in an Era of Change and Modernity – Gregory Smith: Bringing the Experience of Indigenous People into Alaska Rural Systematic Initiative/Alaska Native Knowledge Network – Judy Iseke/Brennus BMJK: Learning Life Lessons from Indigenous Storytelling with Tom Mccallum – Pauline Chinn/Isabella Aiona Abbott/Michelle Kapana-Baird/Mahina Hou Ross/Lila Lelepali/Ka’umealani Walker/Sabra Kauka/Napua Barrows/Moana Lee/Huihui Kanahele-Mossman: Ua Lele Ka Manu; The Bird Has Flown: A Search for Hawaiian Indigenous/Local Inquiry Methods – Njoki Wane: The Kenyan Herbalist Ruptures the Status Quo in Health and Healing – Ocean Ripeka Mercier: ‘Glocalising’ Indigenous Knowledges for the Classroom – Lyn Carter: The Challenges of Science Education and Indigenous Knowledge – Cynthia B. Dillard/Charlotte Bell: Endarkened Feminism and Sacred Praxis: Troubling (Auto) Ethnography through Critical Engagements with African Indigenous Knowledges – Kimine Mayuzumi: Re/Membering In - Between «Japan» and «The West»: A Decolonizing Journey through the Indigenous Knowledge Framework – Riyad Shahjahan/Kimberly Haverkos: Revealing the Secular Fence of Knowledge: Towards Reimagining Spiritual Ways of Knowing and Being in the Academy – Soenke Biermann: Knowledge, Power and Decolonization: Implication for Non-Indigenous Scholars, Researchers and Educators – Pat O’Riley/Peter Cole: Coyote and Raven Chat about Protecting Indigenous Intellectual Property – Eric Ritskes: Indigenous Spirituality and Decolonization: Methodology for the Classroom – Zahra Murad: Beyond Deconstruction: Evolving the Ties between Indigenous Knowledges and Post-Foundational Anti-Racism – Priscilla Settee: Indigenous Knowledge: Multiple Approaches.