Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe

View Sample PDF

Author(s): Marva S. McClean (City of Pembroke Pines Charter Schools, USA)and Marcus Woolombi Waters (Griffith University, Australia)
Copyright: 2018
Pages: 22
Source title: Equity, Equality, and Reform in Contemporary Public Education
Source Author(s)/Editor(s): Marquis C. Grant (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-4960-4.ch011

Keywords: Education / Educational Administration and Leadership / Information Science Reference / Instructional Design

Purchase

View Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe on the publisher's website for pricing and purchasing information.

Abstract

As a result of the complex, multilayered, and problematic environment in which they work, two scholars collaborating between the continents of Australia and North America complicate the data from standardized testing in their communities to argue for the implementation of indigenous knowledge epistemology as a strategy to achieve social justice and equity in global classrooms. The chapter explores the residual effects of imperialism on the formerly colonized and investigates postcolonial themes such as the indigenous self, gender constructs, cultural and communal identity. The study reveals just how critical it is to global research to have the benefit of scholars collaborating across borders. The study provides findings and offers recommendations in direct response to the question: How can educators engage students as collaborators within a third space that elevates their voices as successful students?

The IRMA Community

Research IRM

Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe

Purchase

Abstract

Related Content

IRMA Sponsors