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8
Introduction
forthisgeneration.StephenOgheneruroOkpadahanalyseshowtheindependenceof
colonizedspacesledtoashiffromaWesterncentredperspectivetodiscoursesoncoun-
terhegemonyandtheroleoftheOtherintothecentreofdiscourse.Teanalysisin-
cludesJanuszKorczak’spedagogyofchildprotection,EdwardSaid’sconstructionofthe
binaryoppositionoftheglobalNorthandSouth,finallyHomiBhabha’sstudiesofthe
marginalizedandpostcolonialspaces.HecallsforuEnvironmentaldecolonization”to
mitigatenegativeeńectsonnaturalresourcescausedbyhumans.KingaLendzion,from
CardinalStefanWyszynskiUniversityinPoland,presentstheresultsofaresearchcon-
ductedinMadagascar’seducationalfacilitiesincludingfactorssuchaspoverty,culture,
tribaleducationandancestralknowledgeofMalagasytradition.ChinyereL.Okamfrom
theUniversityofCalabarinNigeriaexplorestheinterfacebetweenańectiveeducation,
Child’srespectandstorytelling.Tepaperexaminestheroleofstorytellingasanańec-
tiveeducationtoolthatinspireschildrentoparticipate,thinkpurposefullyandexpress
themselvesintheeducationalcontext.Sheemphasizespoliticalimplicationsofstorytell-
ingandpedagogy;sincethecontentofwhatchildrenaretoldreflectstherealityoftheir
socio-politicalspaceandcancontributetothepreservationofAfricanculturalintegrity.
PylynskyiYaroslavfromBorysGrinchenkoKyivUniversityinUkraine,analysesanew
approachtofosteringmulticulturaldiversity,equality,socialjusticeandtoleranceinthe
classroom,basedonthepremisethatunderstandingthediversityofthemodernworld
isoneofthemostchallengingtasksforeducators;thisrequiresaconstantrethinkingof
conceptualapproachesandrequirestheinvolvementofteachers,pupilsandparentsin
activecommunicationanddeliberation.PawełGarbuzikwritesaboutinterculturaledu-
cationinsecondaryschoolsinPoland.
HendrickLamfromtheNGOWorldCitizensexplorestheroleofharmonization
andconscienceinamulticulturalworldfocussingondińerentmeaninganddińerent
understandingdependingonlocalcontextualizationofknowledge.KinzaAlizai,from
Pakistan,exploresthefactorsresponsibleforthesyntacticandsemanticfallofUrdulan-
guageinBaluchistan.Testudytheorizesthatthespeechcommunityhasastrongdesire
tobelongtotheWesternspeechcommunity,duetowhichtheydeliberatelypersonify
thetargetedspeechcommunity.SubrataGangulypresentsaqualitativeanalysisonthe
dynamicsofScandivanianIndigenousSamisocietyandSamiEducation,includingtop-
icslikeconstructedroles,genderissues,inequalityandeducation.Itraisesanargumen-
tationthatthepromotionofculture-boundeducationalopportunitiesforSamicould
disseminatetheirowntraditionsandpromotetheircultureinsociety.Tefinalchapter
isdedicatedtochallengesforeducationinthefieldofincarcerationaspoliticaltoolof
correctionofsocialdeviance.Teauthor,PrincewillChukwumaAbakporodivesdeep
intoNigeriandramatoformanargumentabouteducationalaspectsofincarcerationand
thesocialparadoxesforinclusionthatitcreates.
