This article examines the impossibilities of implementing decolonizing research for indigenous scholars. In addition, it articulates the relationship between a decolonizing research approach and the historical and current forms of academic imperialism; a prototype of the Palestinian legacy is presented. The author argues that the current indigenous discourse is a remnant of oppression. The existing indigenous discourse is not due to the original quest but instead, it is in response to oppression. Also, the author explains the struggles of some indigenous scholars in complying with the reporting and ownership of knowledge that is required by Cartesian principles.
Al-Haj, M. (1998). Arab education: Development versus control. In Y. Iram &M. Schmida (Eds.), The educational system in Israel (pp. 91-111). London: Greenwood.
2.
Arnold, M. (Ed.). (1978). Steve Biko: Black consciousness in South Africa. New York: Random House.
3.
Asaad, D. (2000). Palestinian educational philosophy between past and present. Studies in Philosophy and Education, 19, 387-403.
4.
Bahl, V. (1997). Cultural imperialism and women’s movements: Thinking globally. Gender and History, 9(1), 1-14.
5.
Barkan, E. (1994). Post-anti-colonial histories: Representing the other in the imperial Britain. Journal of British Studies, 33, 180-203.
6.
Bartovich, C., & Lazarus, N. (2002). Marxism, modernity and postcolonial studies. Cambridge, UK: Cambridge University Press.
7.
Bhabha, H. (1998). Remembering Fanon: Self, psyche and the colonial condition. In K. Williams & L. Chrisman(Eds.), Colonial discourse and post-colonial theory: A reader (pp. 112-125). New York: Columbia University Press.
8.
Bridges, R. (2000). Imperialism, decolonization and Africa. New York: St Martin’s.
9.
Cannella, G. (1996). Deconstructing early childhood education: Social justice and revolution. New York: Peter Lang.
10.
Carey, R. (Ed.) (2001). The new intifada: Resisting Israeli apartheid. New York: Verso.
11.
Chrisman, L., & Parry, N. (2000). Postcolonial theory and criticism. Woodbridge, MA: Brewer.
12.
Churchill, W. (1995). White studies: The intellectual imperialism of U.S higher education. In S. Jackson & J. Solís (Eds.), Beyond comfort zones in multiculturalism: Confronting the politics of privilege (pp. 17-37). London: Bergin & Garvey.
13.
Churchill, W. (1999). The crucible of American Indian identity: Native tradition versus colonial imposition in postconquest North America. In D. Champagne (Ed.), Contemporary Native American cultural issues (pp. 39-65). London: AltaMira Press.
14.
Churchill, W. (2000). White studies: The intellectual imperialism of contemporary U.S. higher education. In E. M. Duarte & S. Smith (Eds.), Foundational perspectives in multicultural education (pp. 50-68). New York: Longman.
15.
Fanon, F. (1965). The wretched of the earth (C. Farrington, Trans.). New York: Grove.
16.
Fanon, F. (1967). Black skin White masks (C. L. Markmann, Trans.). New York: Grove.
17.
Farsoun, S., & Zacharia, C. (1997). Palestine and the Palestinians. Boulder, CO: Westview.
18.
The fight over “patriotic correctness” in the universities. (2002, February 24). Revolutionary Worker, (1140), p. 13.
19.
Finkelstein, N. (2003). Image and reality of the Israel-Palestine conflict (2nd ed.). London: Verso.
20.
Firer, R. (1998). Human rights in history and civics textbooks: The case of Israel. Curriculum Inquiry, 28(2), 195-208.
21.
Freire, P. (1997). Pedagogy of the oppressed. New York: Continuum.
22.
Gandhi, M. (1998). Postcolonial theory: A critical introduction. New York: Columbia University Press.
23.
Gibson, N. C. (1999). Rethinking Fanon: The continuing dialogue. New York: Humanity Books.
24.
Greeson, L. E. (1994). Torsten Husen: A case of ethnocentrism in U.S. educational research. Interchange, 25(3), 241-259.
25.
Grieeshaber, S., & Cannella, G. (2001). Embracing identities in early childhood education: Diversity and impossibilities. New York: Teacher College Press.
26.
Gur-Ze’ev, I. (Ed.). (2000). Conflicting philosophies of education in Israel/Palestine. London: Kluwer Academic.
27.
Hill, D., McLaren, P., Cole, T., & Rikowski, G. (2002). Marxism against postmodernism in educational theory. New York: Lexington Press.
28.
Hiner, R. N. (1978). Wars and rumors of wars: The historiography of colonial education as a case study in academic imperialism. Societas, 8(7), 89-114.
29.
Hiner, R. N. (1990). History of education for the 1990s and beyond: The case for academic imperialism. History of Education Quarterly, 30(2), 137-160.
30.
James, A., & Prout, A. (1997). Constructing and reconstructing childhood. London: Falmer.
31.
Khalidi, W. (1992). All that remains: The Palestinian villages occupied and depopulated by Israel in 1948. Washington, DC: Institute for Palestine Studies.
32.
Lacsamana, A. E. (1998). Academic imperialism and the limits of postmodernist discourse: An examination of Nicole Constable’sMaid to order in Hong Kong: Stories of Filipino workers. Amerasia Journal, 24(3), 37-42.
33.
McLaren, P., & Farahmandpur, R. (2001). Teaching against globalization and the new imperialism: Toward a revolutionary pedagogy. Journal of Teacher Education, 52(2), 136-150.
34.
McLaren, P., & Pinkney-Pastrana, J. (2000). The search for the complicit native: Epistemic, violence, historical amnesia and the anthropologist as ideologue of empire. Qualitative Studies in Education, 13(2), 163-184.
35.
Memmi, A. (1965). The colonizer and the colonized. Boston: Beacon.
36.
Menchù, R. (1996). Rigoberta Menchù: Growing up in Guatemala. In L. C. Mahdi, N. C. Christopher, & M. Meade (Eds.), Crossroads: The quest for contemporary rites of passage (pp. 327-329). Chicago: Open Court Press.
37.
Mohanty, C. T. (1994). Under Western eyes: Feminist scholarship and colonial discourses. In K. Williams & L. Chrisman (Eds.), Colonial discourse and post-colonial theory: A reader (pp. 196-221). New York: Columbia University Press.
38.
Mutua, K., & Swadener, B. B. (2003). Decolonizing research in cross-cultural contexts: Critical personal narratives. Albany: State University of New York Press.
39.
Pappe, I. (1992). The making of the Arab-Israeli conflict 1947-51. New York: St. Martin’s.
40.
Parenti, M. (1988). The sword and the dollar. New York: St. Martin’s.
41.
Parry, N. (1995). Making education illegal. West Bank, Palestine: Birzeit University.
42.
Ram, U. (2000). National, ethnic or civic? Contesting paradigms of memory, identity and culture in Israel. Studies in Philosophy and Education, 19, 405-422.
43.
Said, E. (1978). Orientalism. New York: Vintage.
44.
Said, E. (1993). The politics of knowledge. In C. McCarthy & W. Crichlow (Eds.), Race, identity, and representation in education (pp. 306-315). New York: Routledge.
45.
Said, E. (1994). From Orientalism. In P. Williams & L. Chrisman (Eds.), Colonial discourse and post-colonial theory: A reader (pp. 132-150). New York: Columbia University Press.
46.
Semali, L. M., & Kincheloe, J. L. (Eds.). (1999). What is indigenous knowledge? Voices from the academy. London: Falmer.
47.
Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous people. New York: University of Otago Press.
48.
Soen, D. (2002). Democracy, the Jewish-Arab cleavage and tolerance education in Israel. International Journal of Intercultural Relations, 26, 215-232.
49.
Spivak, G. C. (1999). A critique of the postcolonial: Reason toward a history of vanishing present. Cambridge, MA: Harvard University Press.
50.
Taiaiake, A. (1999). Peace, power, righteousness: An indigenous manifesto. London: Oxford University Press.
