Decolonising knowledge production. The pedagogic relevance of Gandhian Satyagraha to schooling and education in Ghana.

Autor/in	Adjei, Paul B.
Titel	Decolonising knowledge production. The pedagogic relevance of Gandhian Satyagraha to schooling and education in Ghana.
Quelle	In: Canadian journal of education, 30 (2007) 4, S. 1046-1067Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0380-2361; 1918-5979
Schlagwörter	Bildung; Gewalt; Humanität; Gleichberechtigung; Bildungsreform; Schule; Kolonialismus; Antidiskriminierung; Antirassismus; Diskriminierung; Gleichheit; Rassismus; Widerstandsbewegung; Spiritualität; Indigenes Volk; Ghana
Abstract	In this article, I examine how Mahatma Gandhi's philosophy of non-violent resistance (Satyagraha) can be applied to decolonize schooling and education practices in Ghana. Satyagraha consists of three fundamental elements: appeal to the oppressor, non-cooperation, and civil disobedience. Part of an anti-racist and anti-colonial discourse, Satyagraha is a strategy, epistemology, and methodology for creating spaces for inclusion of Ghanaian Indigenous knowledge and worldview in school curricula and pedagogy. This article is also informed by my lived experiences and observations as an Indigenous student from Ghana. I conclude the article with a discussion of the benefits and dangers inherent in such transformative work. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/3