Overview

This multidisciplinary collection probes ways in which emerging and established scholars perceive and theorize decolonization and resistance in their own fields of work, from education to political and social studies, to psychology, medicine, and beyond. In this time of renewed global spiritual awakening, indigenous communities are revisiting ways of knowing and evoking theories of resistance informed by communal theories of solidarity. Using an intersectional lens, chapter authors present or imagine modes of solidarity, resistance, and political action that subvert colonial and neocolonial formations. Placing emphasis on the importance of theorizing the spirit, a discourse that is deeply embedded in our unique cultures and ancestries, this book is able to capture and better understand these moments and processes of spiritual emergence/re-emergence. 

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9783030253226

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This is a readable and highly stimulating volume. It will be of interest to those from a range of spiritual backgrounds, particularly those concerned to deepen the connection between spirituality and the transformation of society. Its central message, that the human spirit cannot be colonised, is powerfully and poignantly articulated. (Paul Hess, Black Theology, December 3, 2020)

Author Information

Njoki Nathani Wane is Chair of the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, Canada. Wane’s research interests include African Indigenous knowledges, spirituality, anti-colonial, decolonial, and decolonization theory.  Miglena S. Todorova is Assistant Professor in the Department of Social Justice Education at the Ontario Institute for Studies in Education (OISE), University of Toronto, Canada. She is also the Director of the Centre for Media and Culture in Education at OISE. Kimberly L. Todd is a PhD candidate in Department of Social Justice Education at the Ontario Institute of Studies in Education (OISE) at the University of Toronto, Canada. Todd’s research interests include teacher Praxis and education, decolonization, Indigenous epistemologies, dreaming, and spiritual knowledges.

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