Decolonizing Education Systems Through Action Research and Action Learning

Abstract

The chapter investigates the transformative potential of coordination of Inborn Information Frameworks (IKS) into instructive systems utilizing techniques such as Activity investigation (AR) and Activity Learning (AL). This approach challenges the bequest of colonialism in instruction by centering inborn points of view, information, and hones within the educational modules' improvement preparation. Activity Investigation and Activity Learning provide collaborative and iterative forms through which teachers, policymakers, and innate communities can co-create instructive activities. These strategies prioritize the dynamic interests of all partners, guaranteeing that activities are responsive to the differing needs and points of view of innate people groups. Teachers can refine their hones to better join IKS in instructing and learning encounters by locking in persistent reflection and adjustment. The chapter analyzes case considerations and best hones from different settings, illustrating the viability of AR and AL in decolonizing instruction frameworks.