Education systems founded on the legacies and structures of colonisation (for example, Australia, New Zealand, and Canada) have established curricular structures that have perpetuated and entrenched processes and practices that marginalise and delegitimise Indigenous people and knowledge. We argue that the approach to curriculum inclusion used…

This edited volume examines the decolonization of worldviews and ways of knowing in education and educational policy. It critically challenges the Western interpretation of epistemology and ontology, providing a platform for contributors to demonstrate how concepts of decolonization, knowledge and worldviews are understood, as well as the impact…

Epistemicide occurs when one knowledge is exalted at the expense of local or indigenous knowledge systems leading to the demise of such knowledge systems. In this article, I focus on how some conceptions and ways of incorporating indigenous knowledge systems seem to be entangled in the same misnomer to which they owe their existence (i.e. a…

This study combines Walter Mignolo's decolonial thinking with Carol Bacchi's 'what's the problem represented to be' approach to analyse how sustainable development is problematised in Tanzanian education policies. We find a dominant problematisation of sustainable development that sees it as a problem of economic competition, further nested in a…

Every aspect of the Australian education system is a colonial construct, which was established across the continent and adjacent islands as part of the ongoing British colonisation process. As such, in contemporary music classrooms in Australia, there are decisions made every day that perpetuate settler futurity. This paper explores five ways…

Throughout history, silences have been an inherent process of historical production -- privileged narratives masquerade as definitive history, and those deemed less worthy are mute (Trouillot, 1995). Because of this, our understanding of many events in the past is incomplete; and the way we frame our contemporary societies based on these events…

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the…

An engaging guide for future best-practice, this book provides an illuminating account of how the innovative programs of education and research at one Centre for Aboriginal Studies made a demonstrably positive difference in the lives of Indigenous students. Written by the experts involved, the book provides detailed descriptions of these…

This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Maori…