Njoki Nathani Wane – författare

In My Sister's House is the first book in the upcoming new series of original chapters by Black Canadian women and about Black Canadian women, taking up different, but interrelated topics. The book gathers new theorization by and about Black women in Canada across a number of topics where Black women's scholarship remains underrepresented.In this volume, scholars such as Njoki Wane, rosalind hampton, and Natasha Henry explore theories and application of Black feminism locating them squarely within the Canadian context and offering insights into how Black Canadian feminist praxis expands our thinking within this locale and globally. It is one of the only collected works to focus on Black women's scholarship in Canada on the question of Black Canadian visions of feminist theory and praxis.

And Sometimes There Are Tears is the second book in the innovative new series In Words of Our Own: Black Women and Being, by and about Black Canadian women that centres Black feminist perspectives. This engaging text explores Black women's journeys toward well-being, healing, and collective liberation, while also challenging narrow Eurocentric and individualistic definitions of wellness that routinely overlook Black women's lived realities, particularly within Canadian contexts shaped by systemic anti-Black racism and sexism.Through interdisciplinary and multi-genre contributions, including academic research, personal narratives, poetry, and dialogue, the contributing scholars explore how wellness is shaped by experiences such as misogynoir, internalized anti-Blackness, the "Strong Black Woman" archetype, and inequities within the health and social systems. Rather than treating well-being as a fixed or purely clinical outcome, this collection presents it as a dynamic, relational process rooted in history, embodiment, and community.And Sometimes There Are Tears reimagines healing as a form of political resistance. Contributors foreground spiritual practice, ancestral connection, storytelling, and community care as essential strategies for surviving and flourishing within Black spaces. By honouring diverse ways of knowing and refusing rigid boundaries between academic and creative work, this powerful and deeply reflective text offers students and scholars a powerful framework for understanding wellness as inseparable from justice, care, and collective action.

Spiritual Discourse in the Academy focuses on the value of spirituality as a subjugated knowledge from globalized contexts. The book's central tenet is that spirituality is the core of one's intellectual growth and that its inclusion in education acknowledges the sum total of who we are. It not only offers strategies for transformative education, but also embraces global diversity and inclusive education for the twenty-first century.The book also provides a detailed examination of spirituality from a global context, acknowledges the detrimental legacies of colonialism on indigenous spirituality, knowledge systems, traditional justice systems, and on indigenous peoples. Spiritual Discourse in the Academy reaches out to educators, scholars, and students who are interested in the multiple roles of spirituality in schooling and society at large. It can be used for teaching courses in spirituality, education, religious studies, and cultural studies.

Spiritual Discourse in the Academy focuses on the value of spirituality as a subjugated knowledge from globalized contexts. The book's central tenet is that spirituality is the core of one's intellectual growth and that its inclusion in education acknowledges the sum total of who we are. It not only offers strategies for transformative education, but also embraces global diversity and inclusive education for the twenty-first century.The book also provides a detailed examination of spirituality from a global context, acknowledges the detrimental legacies of colonialism on indigenous spirituality, knowledge systems, traditional justice systems, and on indigenous peoples. Spiritual Discourse in the Academy reaches out to educators, scholars, and students who are interested in the multiple roles of spirituality in schooling and society at large. It can be used for teaching courses in spirituality, education, religious studies, and cultural studies.

Among the rural Embu people of Eastern Kenya, teaching and learning are not purely institutional activities. Instead, knowledge is passed from generation to generation alongside the most mundane activities. In Indigenous African Knowledge Production, Njoki Nathani Wane uses food-processing practices – preparing, preserving, cooking, and serving – as an entry point into the indigenous knowledge of the Embu and the role that rural Embu women play in creating and transmitting it.Using personal narratives collected during several years of field research in Kenya, Wane demonstrates how Embu women use proverbs, fables, and folktales to preserve and communicate their world-view, knowledge, and cultural norms. She shows how this process preserves Indigenous knowledge devalued by the colonial and post-colonial educational systems, as well as the gendered dimension of the transmission process.Wane’s book will be useful not just to those studying development and education in Africa, but also to all those interested in questions of how to preserve and recover local cultural knowledge.

Through innovative and critical research, this anthology inquires and challenges issues of race and positionality, empirical sciences, colonial education models, and indigenous knowledges.

This book analyses African foundations of gender, education, politics, democracy and institutional development by stimulating theoretical discourses.

This multidisciplinary collection probes ways in which emerging and established scholars perceive and theorize decolonization and resistance in their own fields of work, from education to political and social studies, to psychology, medicine, and beyond.

This multidisciplinary collection probes ways in which emerging and established scholars perceive and theorize decolonization and resistance in their own fields of work, from education to political and social studies, to psychology, medicine, and beyond.

This volume explores the importance of inter-generational oral culture and stories that transcend time, space, and boundaries transmitted historically from one generation to the next through proverbs, idioms, and folklore tales in different geographical and spatial contexts. These important stories and their embedded life lessons are introduced, explained, and supplemented with pre and post educational activities and lesson plans to be used as learning resources. The centering of orality as a tool and medium for educating the future generation is a reclamation and reaffirmation of Indigeneity, Indigenous knowledges. and non-hegemonic approaches to support students in a socio-culturally sustaining manner. Through this understanding, this book explores the interconnectedness between culture, traditions, language, and way of life through oral storytelling, sharing, and listening.

This volume explores the importance of inter-generational oral culture and stories that transcend time, space, and boundaries transmitted historically from one generation to the next through proverbs, idioms, and folklore tales in different geographical and spatial contexts. These important stories and their embedded life lessons are introduced, explained, and supplemented with pre and post educational activities and lesson plans to be used as learning resources. The centering of orality as a tool and medium for educating the future generation is a reclamation and reaffirmation of Indigeneity, Indigenous knowledges. and non-hegemonic approaches to support students in a socio-culturally sustaining manner. Through this understanding, this book explores the interconnectedness between culture, traditions, language, and way of life through oral storytelling, sharing, and listening.

In the last two decades, we have witnessed the quest for decolonization; through research, writing, teaching, and curriculum across the globe. Calls to decolonize higher education have been overwhelming in recent year. However, the goal of decolonizing has evolved past not only the need to dismantle colonial empires but all imperial structures. Today, decolonization is deemed a basis for restorative justice under the lens of the psychological, economic, and cultural spectrum. In this book, the editor and her authors confront various dimensions of decolonizing work, structural, epistemic, personal, and relational, which are entangled and equally necessary. This book illuminates other sites and dimensions of decolonizing not only from Africa but also other areas. This convergence of critical scholarship, theoretical inquiry, and empirical research is committed to questioning and redressing inequality in contemporary history and other African studies. It signals one of many steps in a bid to consultatively examine how knowledge and power have been both defined and subsequently denied through the sphere of academic practice.