Description: This book focuses on the non-Western challenge to Eurocentric education, in particular, the way that challenge has been conceptualized in terms of indigenous knowledge. The editors and authors maintain that the study of indigenous knowledge injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship. Such a dynamic opens a new discussion in not only the discipline of education but in a variety of scholarly fields including philosophy, cultural studies, agriculture, health, nutrition, religion, and music. This book delineates not only what constitutes indigenous knowledge but how it can be used in various educational contexts-both non-Western and Western. Indeed, Western curriculums may never be the same after studies of indigenous knowledge are infused into them.

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