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This contributed volume provides an in-depth understanding of contemporary debates, discussions and insights on Indigenous social work theory, education and practice across the globe. Based on theoretical and empirical perspectives, authors collectively contribute to a comprehensive, critical and up-to-date discussion about Indigenous social work theories, decolonization of social work education, Indigenous social work curriculum, Indigenous social work practice, and cultural perspectives towards enhancing Indigenous social work education and practice. The key features of this book are: Critical insights into the historical evolution of Indigenous social work; Global debates on the westernization and indigenization of social work education; An overview of Indigenous social work and its practice in diverse cultural contexts; Critical perspective of Indigenous social work education; and Coverage of a diverse range of geographical areas. Indigenization Discourse in Social Work: International Perspectives is an indispensable resource for students, scholars, independent researchers, academicians, policymakers and practitioners who are working in the field of social work, especially those who are interested in Indigenous social work issues. Moreover, it is an invaluable text for students, scholars and academicians who are interested in international social work with a special focus on Indigenous social work. In addition, students and scholars in sociology, development studies, public policy and economics working with Indigenous people and who are interested in Indigenous studies will find this book useful as an interdisciplinary reference.
Since the mid-twentieth century, religious movements identifying themselves as Paganism, shamanism, native faiths and others have experimented with two forms of indigeneity. One arises from claims to be reviving or re-presenting previously hidden religious practices from ancestral or pre-Christian times. The other form of indigeneity is found in lessons learnt (directly or indirectly) from Indigenous peoples (especially Native Americans and/or Siberians). In the last decade in particular these two trends have sometimes fused in what we call "indigenizing movements". This book tests the interpretive and methodological value of this. "Indigenizing" was coined by Paul C. Johnson in a discussion of lowland South American and Caribbean religious traditions as the opposite end of a continuum from "universalizing". The continuum recognises tendencies to emphasise resonance with and relevance to local and ancestral traditions (indigenizing) and tendencies to stress universality or global engagement. These need not be dualistically opposed and are most likely to be matters of stress. Those who conceive of themselves and their cultures as maintaining and enhancing discrete ethnic, cultural or religious communities may represent one trajectory. Others not only assert that they have something to say to the rest of the world but may also seek to revise "local ancestral" traditions in the light of more global traditions. We might recognise a tension here between "Indigenous" and "World" religions but the contributors to this volume contest the value of that categorisation of what are, in reality, more dynamic and fluid realities. The chapters test a differently conceived tension: that between indigenizing and universalizing. This experimentation is propelled by examining European originated movements in which engagements with Indigenous animistic, shamanistic or "nature venerating" traditions are employed in self-conceptions and in the discourses of identity formation, maintenance and dissemination. Seven main chapters test aspects of our key theme by focusing on specific movements or phenomena. These are followed by a responsive afterword considering the effects of applying a notion coined for the critical examination of Indigenous South American and Caribbean religions to the different context of European movements. The book aims to enhance understanding and enrich debate not only about evolving European movements but also about the concept and practice of Indigeneity, indigenizing and of scholarly practices in relation to such phenomena.
This book explores the complexities of curriculum studies by taking into account African perspectives of curriculum theory, curriculum theorising and the theoriser. It provides alternative pathways to the curriculum discourse in Africa by breaking traditions and experimenting on alternative approaches.
How can mainstream Western social work learn from and in turn help advance indigenous practice? This volume brings together prominent international scholars involved in both Western and indigenous social work across the globe - including James Midgley, Linda Briskman, Alean Al-Krenawi and John R. Graham - to discuss some of the most significant global trends and issues relating to indigenous and cross-cultural social work. The contributors identify ways in which indigenization is shaping professional social work practice and education, and examine how social work can better address diversity in international exchanges and cross-cultural issues within and between countries. Key theoretical, methodological and service issues and challenges in the indigenization of social work are reviewed, including the way in which adaptation can lead to more effective practices within indigenous communities and emerging economies, and how adaptation can provide greater insight into cross-cultural understanding and practice.
This volume analyzes what is arguably the single most important aspect of cultural and political change in Taiwan over the past quarter-century: the trend toward 'indigenization' (bentuhua). Focusing on the indigenization of politics and culture and its close connection with the identity politics of ethnicity and nationalism, this volume is an attempt to map prominent contours of the indigenization paradigm as it has unfolded in Taiwan. The opening chapters concern the origin and nature of the trend toward indigenization with its roots in the unique historical trajectory of politics and culture in Taiwan. Subsequent chapters deal with responses and reactions to indigenization in a variety of social, cultural and intellectual domains.
This book examines the linguistic and discursive elements of social and economic policies and national political leader statements to read new meanings into debates on border protection, national sovereignty, immigration, economic indigenisation, land reform and black economic empowerment. It adds a fresh angle to the debate on nationalisms and transnationalism by pushing forward a more applied agenda to establish a clear and empirically-based illustration of the contradictions in current policy frameworks around the world and the debates they invite. The author’s novel vernacular discourse approach contributes new points of method and interpretation that will advance scholarly conversations on nationalisms, transnationalism and other forms of identity imaginings in a transient world.
The Oxford Handbook of Human Development and Culture provides a comprehensive synopsis of theory and research on human development, with every chapter drawing together findings from cultures around the world. This includes a focus on cultural diversity within nations, cultural change, and globalization. Expertly edited by Lene Arnett Jensen, the Handbook covers the entire lifespan from the prenatal period to old age. It delves deeply into topics such as the development of emotion, language, cognition, morality, creativity, and religion, as well as developmental contexts such as family, friends, civic institutions, school, media, and work. Written by an international group of eminent and cutting-edge experts, chapters showcase the burgeoning interdisciplinary approach to scholarship that bridges universal and cultural perspectives on human development. This "cultural-developmental approach" is a multifaceted, flexible, and dynamic way to conceptualize theory and research that is in step with the cultural and global realities of human development in the 21st century.
This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.
African social development is often explained from outsider perspectives that are mainly European and Euro-American, leaving African indigenous discourses and ways of knowing and doing absent from discussions and debates on knowledge and development. This book is intended to present Africanist indigenous voices in current debates on economic, educational, political and social development in Africa. The authors and contributors to the volume present bold and timely ideas and scholarship for defining Africa through its challenges, possible policy formations, planning and implementation at the local, regional, and national levels. The book also reveals insightful examinations of the hype, the myths and the realities of many topics of concern with respect to dominant development discourses, and challenges the misconceptions and misrepresentations of indigenous perspectives on knowledge productions and overall social well-being or lack thereof. The volume brings together researchers who are concerned with comparative education, international development, and African development, research and practice in particular. Policy makers, institutional planners, education specialists, governmental and non-governmental managers and the wider public should all benefit from the contents and analyses of this book.
Development has remained elusive in Africa. Through theoretical contributions and case studies focusing on Southern Africa’s former white settler states, South Africa and Zimbabwe, this volume responds to the current need to rethink (and unthink) development in the region. The authors explore how Africa can adapt Western development models suited to its political, economic, social and cultural circumstances, while rejecting development practices and discourses based on exploitative capitalist and colonial tendencies. Beyond the legacies of colonialism, the volume also explores other factors impacting development, including regional politics, corruption, poor policies on empowerment and indigenization, and socio-economic and cultural barriers.