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9781032409306

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"""There's much talk now of decolonizing knowledge. What does that mean for education, and specifically for research in education? Sharlene Swartz, Nidhi Singal and Madeleine Arnot have put together a unique and wide-ranging collection, across continents and cultures. This book gives us distinctive perspectives on conceptual debates, hands-on research experience, and a remarkable range of research methods, from statistics to poetry, all considered from global South positions."" Raewyn Connell, Professor Emerita, University of Sydney, Australia ""Researching research itself – how knowledge is produced, what methodologies are deployed, what research practices are at play – in the context of resurgent and insurgent decolonisation of the 21st century is urgent and very necessary. This well-curated volume does just this very well from diverse vantage points, covering various aspects of ethics, gender, responsibility, reflexivity, spirituality, sovereignty, visuality, polyvocality, and inequality as they impinge on research itself. The field of education is the departure point in the agenda to critique hegemonic knowledge paradigms and articulation of submerged Southern epistemologies."" Sabelo J. Ndlovu-Gatsheni, Professor/Chair of Epistemologies of the Global South and Vice-Dean of Research in the Africa Multiple Cluster of Excellence, University of Bayreuth, Germany."

"""Many universities are now exploring how to decolonise their curricula. But how can we transform the North-South hierarchies often taken as ‘given’ within educational research? This book brings together a stimulating collection of methodological and theoretical reflections by educational researchers working in diverse contexts in the Global South. Moving beyond the familiar ‘insider-outsider’ debates in educational research, these writers engage with the political, cultural and institutional aspects of knowledge construction. This exciting collection will prove invaluable to educational researchers committed to addressing inequalities in cultural values, voice, identities and knowledges."" Anna Robinson-Pant, Professor/UNESCO Chair in Adult Literacy and Learning for Social Transformation, School of Education and Lifelong Learning, University of East Anglia ""Researching research itself – how knowledge is produced, what methodologies are deployed, what research practices are at play – in the context of resurgent and insurgent decolonisation of the 21st century is urgent and very necessary. This well-curated volume does just this very well from diverse vantage points, covering various aspects of ethics, gender, responsibility, reflexivity, spirituality, sovereignty, visuality, polyvocality, and inequality as they impinge on research itself. The field of education is the departure point in the agenda to critique hegemonic knowledge paradigms and articulation of submerged Southern epistemologies."" Sabelo J. Ndlovu-Gatsheni, Professor/Chair of Epistemologies of the Global South and Vice-Dean of Research in the Africa Multiple Cluster of Excellence, University of Bayreuth, Germany. ""There's much talk now of decolonizing knowledge. What does that mean for education, and specifically for research in education? Sharlene Swartz, Nidhi Singal and Madeleine Arnot have put together a unique and wide-ranging collection, across continents and cultures. This book gives us distinctive perspectives on conceptual debates, hands-on research experience, and a remarkable range of research methods, from statistics to poetry, all considered from global South positions."" Raewyn Connell, Professor Emerita, University of Sydney, Australia"

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Sharlene Swartz is Head of the Equitable Education and Economies research division at the Human Sciences Research Council, South Africa. Nidhi Singal is a Professor of Disability and Inclusive Education at the Faculty of Education, University of Cambridge, UK. Madeleine Arnot is Emerita Professor in Sociology of Education in the Faculty of Education at the University of Cambridge, UK.

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