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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Ancient and Indigenous Wisdom Traditions in the Americas: Towards More Balanced and Inclusive Curricular Representations and Classroom Practices

Ancient and Indigenous Wisdom Traditions in the Americas: Towards More Balanced and Inclusive Curricular Representations and Classroom Practices

Abdou, Ehaab
Zervas, Theodore

Paperback

Series: Studies in Curriculum Theory

Teaching Instruction

ISBN10: 1032772921
ISBN13: 9781032772929
Publisher: Routledge
Published: Dec 26 2025
Pages: 286
Weight: 0.91
Height: 0.65 Width: 6.00 Depth: 9.00
Language: English

This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions.

With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts. The book offers a range of important studies from various contexts across the Americas, including Canada, the various member nations of the Caribbean Community (CARICOM), Puerto Rico, and the United States. The various chapter contributions address and discuss nuances of each of the contexts under study. The contributions also help highlight some key commonalities across these contexts, including how dominant discourses and various forces have historically shaped--and continue to shape and reproduce-- such omissions, misrepresentations, and marginalization. In addition to seeking to reconcile with some of these ancient and Indigenous wisdom traditions and cultures, the book charts a path forward toward more holistic analytical frameworks as well as more inclusive and balanced representations and classroom practices in these aforementioned geographic contexts and beyond.

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