Decolonising Colonial Education : Doing Away with Relics and Toxicity Embedded in the Racist Dominant Grand Narrative

This book on decolonising education chastises, heartens and invites academics to seriously commence academic and intellectual manumission by challenging the current toxic episteme – the Western dominant Grand Narrative that embeds, espouses and superimposes itself on others. It exhorts African scholars in particular to unite and address the bequests of colonialism and its toxic episteme by confronting the internalised fabrications, hegemonic dominance, lies and myths that have caused many conflicts in world history. Such a toxic episteme founded on problematic experiments, theories and praxis has tended to license unsubstantiated views and stereotypes of others as intellectually impotent, moribund and of inferior humanity. The book invites academics and intellectuals to commit to a healthy dialogue among the world’s competing traditions of knowing and knowledge production to produce a truly accommodating and inclusive grand narrative informed by a recognition of a common and shared humanity. Cover Title page Copyright page Contents List of Images Acknowledgements Preface List of Abbreviations 1. Detoxifying Toxic and Hegemonic Education as Step to True Peace and Reconciliation of the World based on Equality 2. The Role of True and Decolonised Education to Justice in the World Today Based on Historical Realities 3. Division as the Carryover of Toxic Education 4. Toxic Education as an Offshoot of the Dominant Grand Narrative 5. Achieving Decolonised Education, the Need for Integrated Knowledge 6. Peace with Environment and Human Coexistence Based on Decolonised Education I). Rwandan Genocide: How Colonial Legacies Created It II). Canada’s Genocide: How Hegemony Maintained It III). Colonialism, Colonial episteme and Terrorism 7. Whose Story Should We Buy into or Ignore and Why? 8. Relationship and Peace and Conflict Based on Decolonised Education 9. Prescriptive Nature of Colonial and Toxic Education: How the Dominant Grand Narrative Monopolised Knowledge 10. Taking on the Dominant Grand Narrative as the Beneficiary and Creator of Toxic Education References Back cover Chastises, heartens and invites academics to seriously commence academic and intellectual liberation by challenging the current toxic episteme--the Western dominant Grand Narrative that embeds, espouses and superimposes itself on others. Mhango urges African scholars in particular to unite and address the bequests of colonialism and its toxic episteme by confronting the internalised fabrications, hegemonic dominance, lies and myths that have caused many conflicts in world history. He argues that such a toxic episteme founded on problematic experiments, theories and praxis has tended to license unsubstantiated views and stereotypes of others as intellectually impotent, moribund and of inferior humanity. Mhango invites academics and intellectuals to commit to a healthy dialogue among the world's competing traditions of knowing and knowledge production to produce a truly accommodating and inclusive grand narrative informed by a recognition of a common and shared humanity. --Adapted from publisher description