Abstract
The introductory chapter provides theoretical backgrounds and the current state of research on ethnic and cultural dimensions of knowledge and education. The authors describe the dichotomy between so-called universal knowledge and local, place-based, situated, and indigenous knowledge. They then outline the interrelations between knowledge and culture. Given the close connection between culture, education, social status, and power, it is astounding that some representatives of new cultural geography more or less omitted terms such as knowledge, education, school, teacher, and educational system. The first five chapters of the book deal with the role of the educational system in multiethnic states, with the impact of ethnic identity on schooling, with the racialization of schooling, and with the reasons and consequences of ethnic disparities of educational achievement. The subsequent four chapters study the relevance of indigenous, native, traditional, and local knowledge compared to universal, scientific, or so-called objective knowledge. The final four chapters present case studies on the social and cultural function of indigenous knowledge in nonwestern societies and on the influence that culture may have on action.
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Notes
- 1.
Culture and ethnicity have much in common, but ethnicity should not be taken as synonym of culture. The concept of ethnicity embraces cultural distinctiveness, deliberate or forced demarcation from other groups, self-denomination, and often social discrimination. The term culture is much broader; culture can be practiced unknowingly and without any intention. “[A] cultural group becomes an ethnic group when it decides or is forced, for one reason or another, to live in close contact with a different cultural group, and their differences—not necessarily all of them—are used to mark a social boundary between them” (Melville 1994, p. 87). In many states, “ethnicity” is a personal attribute registered in censuses, whereas culture is not.
- 2.
Types 1 and 2 are also discussed by Felder (2013, p. 14).
- 3.
- 4.
- 5.
- 6.
“The White Man’s Burden” is a poem by the English poet Rudyard Kipling (1899). This phrase was later used to justify American imperialism in the Philippines as a noble enterprise.
- 7.
The handbook covers topics such as cultures of consumption, cultures of money, cultures of labor, geographies of racialization, colonial geographies, and queer cultural geographies. It contains a chapter about epistemology (Strohmayer 2003), but education, educational attainment, literacy, school, university, research, and teacher do not appear in the index.
- 8.
“Any definition is likely to disown at least some people who want to locate themselves within cultural studies” (Grossberg 2010, p. 7).
- 9.
“Acculturation is the process whereby one cultural system conquers the minds of an individual or group” (Boyer 2001, p. 3032).
- 10.
In the academic community it is widely agreed that there is no such biological thing as race (for an overview on the literature, see Bonnett and Nayak 2003; Diamond 1994, pp. 85–87; Mitchell 2000, pp. 233–241). In most European countries this term is no longer used by scholars or in official statistics. Nevertheless, in some states (e.g., the United States ) race is still one of the personal attributes registered in population censuses. The U.S. population census of 2010 declares: “Our population statistics cover age, sex, race, Hispanic origin, migration, ancestry, language use,…” (http://www.census.gov/programs-surveys/decennial-census.html). However, the connotation of the term race in the United States differs from that in Europe . Even if the scientific validity of race as an attribute is denied, one cannot ignore the racialization of many spheres, the power of racial differentiation, and the existence of racism in everyday life (Bonnett and Nayak 2003; Kobayashi 2003). For example, a journal entitled Ethnic and Racial Studies has existed since 1978. In the United States scholars have developed the academic discipline called “critical race theory” (Gillborn and Ladson-Billings 2010; Stovall 2006) and discuss “racing-language” (Gutiérrez et al. 2010, p. 359). And in a speech delivered in Philadelphia on March 18, 2008, U.S. President Obama declared: “Race is an issue that I believe this nation cannot afford to ignore right now.” See par. 43 of the transcript of President Obama’s speech, retrieved from http://edition.cnn.com/2008/POLITICS/03/18/obama.transcript/
- 11.
In May 1954 the U.S. Supreme Court handed down a landmark ruling in a case known as Brown v. Board of Education . In effect, the court declared that “separate but equal” public schools for Blacks and Whites were unconstitutional. The decision meant that “separation itself was inherently unequal and a violation of the equal protection clause of the 14th amendment.” Retrieved April 14, 2015, from http://www.civilrights.org/education/brown/
- 12.
An acephalous society or community is one that lacks political leaders or hierarchies. Most foraging or hunter-gatherer societies are acephalous.
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Meusburger, P., Freytag, T., Suarsana, L. (2016). Ethnic and Cultural Dimensions of Knowledge and Education: An Introduction. In: Meusburger, P., Freytag, T., Suarsana, L. (eds) Ethnic and Cultural Dimensions of Knowledge. Knowledge and Space, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-21900-4_1
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