| This study examines the meaning and role of RastafarI spirituality for schooling and educating Black/African and other minority youth. It presents RastafarI spirituality as a vehicle through which to address issues of inclusiveness within mainstream schools in Ontario. I argue that RastafarI spirituality provides one useful way in which to prepare students to name, critically analyze and challenge multivariate forms of oppression experienced in schools and society. Through a critical content analysis of contemporary Rasta orature (music, (dub) poetry and language), I illustrate how Rastas articulate their meaning of spirituality, spiritual practices, spiritual experiences and how these articulations become a basis for the decolonization of the African selfhood. I also explore the pedagogic, communicative and instructional relevance of the philosophies of RastafarI for educating youth in Ontario. |
