Indigenous Knowledge of Social Justice Education: Lessons on Decolonization From Luo Language and Literature

Session Type: Virtual Symposium

Abstract

Scholarly conversations interrogating the power of language in shaping African ontologies, epistemologies, and identities vis-à-vis the continent’s colonial history have been ongoing. This session focuses on Luo language and literature within the context of social justice (teacher) education. Drawing on language and literature that centers Luo cultural ways of knowing and being, the session highlights the theoretical insights and empirical research of multilingual educationists situated in an institution near Lake Victoria’s shores in Western Kenya, home to the Luo people. The session contributes to emplaced and embodied research, practice, and/or policy that critically engages issues of power and oppression with the goal of illuminating how education can be employed for decolonization efforts that propel us toward pluriversally just global futures.

Sub Unit

• SIG-Decolonial, Postcolonial, and Anti-Colonial Studies in Education

Chair

• Maureen Olel, Maseno University

Papers

• Wach: Luo Verbal Art as Courier of Traditional Justice - Owen McOnyango, Maseno University

• Dodo Dance: A Gendered Discourse Strategy for Communicating Social Ideals - Rose Anyango Omolo-Ongati, Maseno University

• Re-Sourcing Dholuo in Early Childhood Education: Navigating Indigenous Children's Songs, Dances, and Poems - Lilian Akoth Odero

• Dholuo Orature as Fostering Equity, Acceptability, and Inclusivity: The Example of Disability - John Midega, Maseno University; Bryson Omwalo, Maseno University

• Dholuo Proverbs and Sayings: A Gendered Leadership Lens - Edna Asesa-Aluoch, Maseno University

Discussant

• Esther O. Ohito, Rutgers University