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

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

Marva S. McClean, Marcus Woolombi Waters
Copyright: © 2018 |Pages: 22
ISBN13: 9781522549604|ISBN10: 1522549609|EISBN13: 9781522549611
DOI: 10.4018/978-1-5225-4960-4.ch011
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MLA

McClean, Marva S., and Marcus Woolombi Waters. "Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe." Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, IGI Global, 2018, pp. 223-244. https://doi.org/10.4018/978-1-5225-4960-4.ch011

APA

McClean, M. S. & Waters, M. W. (2018). Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe. In M. Grant (Ed.), Equity, Equality, and Reform in Contemporary Public Education (pp. 223-244). IGI Global. https://doi.org/10.4018/978-1-5225-4960-4.ch011

Chicago

McClean, Marva S., and Marcus Woolombi Waters. "Education as the Practice of Freedom: Writing Truth Into the Curriculum Across the Globe." In Equity, Equality, and Reform in Contemporary Public Education, edited by Marquis C. Grant, 223-244. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4960-4.ch011

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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?

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