George J. Sefa Dei Knihy

This book explores the complex intersections of skin, body, psyche, hegemonies, and politics, contributing to contemporary theories of Blackness, anti-Blackness, and Black solidarities through anti-colonial and decolonial lenses. It critiques the reductionist views of Blackness shaped by capitalism and globalization, particularly as they relate to colonial powers and the experiences of settlers, arguing that such perspectives perpetuate violence and social injustice against Black and African peoples. The text poses essential questions regarding the tools and frameworks available to Black communities in Euro-American and Canadian contexts for building solidarity and resisting anti-Black racism and other forms of oppression. It seeks to develop critical analytical tools that account for Black lived experiences, agency, and resistance, while also examining the limitations of these frameworks in anti-racist and anti-colonial efforts. The book offers new directions for collective global mobilization by challenging the politics of "decolonizing solidarity," suggesting innovative methods for creating critical alliances and political engagement. It concludes with valuable insights for teaching and learning about Blackness and anti-Blackness, addressing contemporary educational issues and proposing ways to cultivate dialogic and generative discussions.

Anti-racism studies have blossomed over the years with scholarship and political work reinforcing each other to cement anti-racist change. But how do we understand anti-racist research? How is anti-racist research methodology different from other methods of research investigation? What are the principles of anti-racism research? This edited collection attempts to provide some answers by bringing together works that examine the perils and desires of anti-racist research with a particular focus on the notion of 'difference' and a serious consideration of the race, gender, class, and sexuality intersections/implications of educational research.

Playing the Race Card reflects and engages the dynamic nature of racialized experience in Western contexts. It examines today's anti-racism project to discern how it might benefit from integrating strategies that work toward the development of critical consciousness as its main goal. So that the privileged and the oppressed alike may reflexively examine their own subject positions, this book identifies and addresses the need to develop a working model for anti-racism strategies. Given the need to understand and move beyond static conceptions of race and racism, Playing the Race Card offers both a critique of mainstream/privileged perceptions of racial oppression, as well as a direction forward within a more «organic» approach to social reform.

Focusing on anti-colonial perspectives, the author critiques Eurocentric narratives about Africa, challenging traditional teaching methods and methodologies. The work emphasizes the importance of indigenous African knowledge, raising significant ontological and epistemological questions that seek to reshape understanding and education regarding the continent.

Fleshing out the theoretical pillars of Critical Anti-Racist Theory (CART) as its central organizing framework, this text responds to the central issue of race in terms of public and academic discourses, meta-narratives, and its implications for social policy. This collection serves as a timely and accessible text for academic and wider audiences.

African Proverbs as Epistemologies of Decolonization calls for a rethinking of education by engaging African proverbs as valuable and salient epistemologies for contemporary times. The book addresses the pedagogic, instructional, and communicative relevance of African proverbs for decolonizing schooling and education in pluralistic contexts by questioning the instructional, pedagogic, and communications lessons of these proverbs and how they can be employed in the education of contemporary youth. It presents a critical discursive analysis of proverbs from selected African contexts, highlighting the underlying knowledge base that informs these cultural expressions. Explore alongside the book the ways in which these Indigenous teachings can be engaged by schools and educators to further the objective of decolonizing education by providing a framework for character education. This character-based framework equips the learner to be knowledgeable about power, equity, ethics and morality, and to develop a conscience for social responsibility, as well as to embrace traditional notions of self-discipline, probity, and hard work. This text goes beyond the mere documentation of proverbs to tease out how embedded knowledge and cultural referents in these knowledge bases and systems are critical for transforming education for young learners today.

Are we living in a post-colonial world? Anti-Colonial Theory and Decolonial Praxis uses case studies from around the world to explore this concept as it relates to education. It takes up the subject of anti-colonial praxis and its specific implications the larger questions of schooling and education in global contexts."