Ethnic and cultural dimensions of knowledge /Peter Meusburger, Tim Freytag and Laura Suarsana, editors.

"Klaus Tschira symposia."

Includes bibliographies and index.

This book presents theoretical and methodical discussions on local knowledge and indigenous knowledge. It examines educational attainment of ethnic minorities, race and politics in educational systems, and the problem of losing indigenous knowledge. It comprises a broad range of case studies about specifics of local knowledge from several regions of the world, reflecting the interdependence of norms, tradition, ethnic and cultural identities, and knowledge. The contributors exploregaps between knowledge and agency, addressquestions of the social distribution of knowledge, considerits relation to communal activities, and inquire into the relation and intersection of knowledge assemblages at local, national, and global scales. The book highlights the relevance of local and indigenous knowledge and discusses implications for educational and developmental politics. It provides ideas and a cross-disciplinary scientific background for scholars, students, and professionals including NGO activists, and policy-makers.

Acknowledgments; Contents; Contributors; Chapter 1: Ethnic and Cultural Dimensions of Knowledge and Education: An Introduction; Universally Accepted Knowledge versus Particular Knowledge; Interrelations Between Knowledge and Culture; Culture and Ethnicity as a Power-Sensitive Field; Goals, Structure, and Contents of This Volume; Ethnic Minorities and Schooling; Academic Debates About Indigenous, Traditional, Native, and Local Knowledge; Knowledge, Culture, and Action: Case Studies on Indigenous and Local Knowledge; Conclusion; References.

Chapter 2: The School System as an Arena of Ethnic ConflictsNation-Building, Schooling, and Ethnic Conflicts; The Educational System as a Sounding Board of Societal Problems and Conflicts in Multiethnic States; Methodological Problems of Minority Research; Educational Achievement and Attainment as a Measure of the Collective Social Status of Ethnic Minorities; Measures Used to Suppress, Assimilate, Disadvantage, or Emancipate Minority Children in the School System ; Compulsory Ignorance; Isolation of Minority Children in Distant Boarding Schools; Language of Instruction.

The Impact of Teachers on the Development of Minority Cultures Location and Size of Primary Schools; Responses of Ethnic Minorities to Measures of Forced Assimilation; Conclusion; References; Chapter 3: Race, Politics, and Geography in the Development of Public Schools in the Southern United States; The Development of Public Schools in the United States; The South as a Special Case; Consequences of the Civil War; Philanthropic Foundations and Southern Schools; Segregated Schools as Anchors of the Black Community; The Integration Era, 1954-1997; References.

Chapter 4: Spatial Traditions of Knowledge and Education: Ethnic Groups in the United States ReconsideredThe Ethnic Quandary; Obama and a Black Awakening?; Geographical Reflections of Educational Attainment; Public Schools: The "Great Equalizer"?; Traditions of Ethnic Undereducation; References; Chapter 5: Educational Inequalities Reflecting Sociocultural and Geographical Embeddedness? Exploring the Place of Hispanics and Hispanic Cultures in Higher Education and Research Institutions in New Mexico; Educational Attainment of the Hispanic Population.

Educational Inequalities and the Sociocultural and Geographical Embeddedness of Students, Teachers, and Educational InstitutionsA Perceived Sociocultural Gap Between the University and Hispanic Students; The Role of Teaching Staff from Outside New Mexico; Tracing Back the History of Institutionalized Education in New Mexico; Conclusions and Perspectives; References; Chapter 6: Local Cultural Resource Knowledge, Identity, Representation, Schooling, and Education in Euro-Canadian Contexts; Theory and Method; Minority Youth Narratives and Relevant Research Findings.

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