This book makes a strong case for the inclusion of Indigenous Elders’ cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students. This book provides opportunities for exploring the decolonization of educational approaches. It promotes the synthesis of multiple types of knowledge and ways of knowing by making a case for the incorporation of Indigenous knowledges and Indigenous Elders as teachers in learning spaces. The book is of interest to educators, students, and researchers of Indigenous knowledge and decolonizing education. Additionally, it is important for educational policy makers, especially those engaged in looking for strategic solutions to bridging educational disparities and gaps for Indigenous, Black, Latinx and other minority learners.

This book makes a strong case for the inclusion of Indigenous Elders' cultural knowledge in the delivery of inclusive education for learners who are members of minority communities. It is relevant to curriculum developers, teachers, policy makers and institutions that engage in the education of Black, Indigenous, Latinx and other minority students. This book provides opportunities for exploring the decolonization of educational approaches. It promotes the synthesis of multiple types of knowledge and ways of knowing by making a case for the incorporation of Indigenous knowledges and Indigenous Elders as teachers in learning spaces. The book is of interest to educators, students, and researchers of Indigenous knowledge and decolonizing education. Additionally, it is important for educational policy makers, especially those engaged in looking for strategic solutions to bridging educational disparities and gaps for Indigenous, Black, Latinx and other minority learners.

This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies. The Introduction of this book is available for free in PDF format as Open Access from the individual product page at www.taylorfrancis.com. It has been made available under a Creative Commons Attribution 4.0 International license. Funded by the Gates Foundation. The Afterword of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license. Funded by the Georg-Eckert-Institute.

This edited volume explores the crucial intersections between Indigenous Land-Based Knowledge (ILK), sustainability, settler colonialism, and the ongoing environmental crisis. Contributors from cross-cultural communities, including Indigenous, settlers, immigrants, and refugee communities, discuss why ILK and practice hold great potential for tackling our current environmental crises, particularly addressing the settler colonialism that contributes towards the environmental challenges faced in the world. The authors offer insights into sustainable practices, biodiversity conservation, climate change adaptation, and sustainable land management and centre Indigenous perspectives on ILK as a space to practise, preserve, and promote Indigenous cultures. With case studies spanning topics as diverse as land acknowledgements, land-based learning, Indigenous-led water governance, and birth evacuation, this book shows how our responsibility for ILK can benefit collectively by fostering a more inclusive, sustainable, and interconnected world. Through the promotion of Indigenous perspectives and responsibility towards land and community, this volume advocates for a shift in paradigm towards more inclusive and sustainable approaches to environmental sustainability. This volume will be of great interest to students and scholars of environmental sociology, postcolonial studies, and Indigenous studies.

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.

What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.

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 key African and Euro-Asian contexts, including Afghanistan, Albania, Greece, Iran, South Africa, Sweden, Türkiye, and Zimbabwe. 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 towards 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.