Page: 1... 559 560 561 562 563
Hits 11.241 – 11.254 of 11.254
11241 |
An exploration into first generation adult student adaptation to college
|
|
|
|
BASE
|
|
Show details
|
|
11242 |
The interaction between the digital and material world: transnational practices among high tech Indian immigrant workers
|
|
|
|
BASE
|
|
Show details
|
|
11243 |
Statistical Laws Governing Fluctuations in Word Use from Word Birth to Word Death
|
|
|
|
BASE
|
|
Show details
|
|
11244 |
The Relationship Between Parenting Style and Academic Achievement and the Mediating Influences of Motivation, Goal-Orientation and Academic Self-Efficacy
|
|
|
|
BASE
|
|
Show details
|
|
11245 |
Embodied Expertise: The Science and Affect of Psychotherapy.
|
|
|
|
BASE
|
|
Show details
|
|
11249 |
Is the coexistence of Catalan and Spanish possible in Catalonia?
|
|
|
|
BASE
|
|
Show details
|
|
11250 |
Is the coexistence of Catalan and Spanish possible in Catalonia?
|
|
|
|
BASE
|
|
Show details
|
|
11252 |
(Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice
|
|
|
|
BASE
|
|
Show details
|
|
11253 |
Yoruba Indigenous Knowledges in the African Diaspora: Knowledge, Power and the Politics of Indigenous Spirituality ; N/A
|
|
|
|
Abstract:
This study investigates how Yoruba migrants make meaning of Yoruba Indigenous knowledges in the African Diaspora, specifically within the geopolitical space of dominant Canadian culture. This research is informed by the lived experiences of 16 Africans of Yoruba descent now living in Toronto, Canada, and explores how these first and second generation migrants construct the spiritual and linguistic dimensions of Yoruba Indigenous identities in their everyday lives. While Canada is often imagined as a sanctuary for progressive politics, it nonetheless is also a hegemonic space where inequities continue to shape the social engagements of everyday life. Hence, this dissertation situates the historical and contemporary realities of colonialism and imperialism, by beginning with the premise that people in diasporic Yoruba communities are continuously affected by the complicated interplay of various forms of oppression such as racism, and inequities based on language, gender and religion. This study is situated within a socio–historical and cosmological context to effectively examine colonialism’s impact on Yoruba Indigenous knowledges. Yet, inversely, this study also involves discussion of how these knowledges are utilized as decolonizing tools of navigation, subversion and resistance. The central focus of this research is the articulation of colonial oppression and how it has reconfigured Yoruba Indigenous identities even within a purportedly ‘multicultural’ space. First, the historical dis/continuities of the Yoruba language in Yorubaland are investigated. This strand of the research considers British colonization, and more specifically, the Church Missionary Society’s (CMS) efforts at translating the Bible into Yoruba as pivotal in the colonial project. What kinds of categories does missionary education create that differ from pre-colonial categories of Yoruba Indigenous identity? How are these new identities shaped along lines of race and gender? In other words, what happens when Yoruba cosmology encounters colonialism? The second strand of this research investigates how these historical colonialisms have set the framework for enduring contemporary colonialisms that continue to fracture Yoruba Indigenous knowledges. This dissertation offers insights relevant to diversity and equitable pedagogy through careful consideration of the complicated strategies used by participants in their negotiations of Yoruba identities within a context of social inequity and colonialism. ; PhD
|
|
Keyword:
0321; 0322; 0340; 0385; 0453; 0626; 0631; African Diaspora - Canada; Biblical Studies; Ethnic and Racial Studies; Gender Studies; Indigenous Studies; Philosophy of Religion; Sociology of Education; Spirituality
|
|
URL: http://hdl.handle.net/1807/29656
|
|
BASE
|
|
Hide details
|
|
11254 |
Whose Education? Whose Nation? Exploring the Role of Government Primary School Textbooks of Bangladesh in Colonialist Forms of Marginalization and Exclusion of Poor and Ethnic Minority Children
|
|
|
|
BASE
|
|
Show details
|
|
Page: 1... 559 560 561 562 563
|
|