The Learning is In-between: The search for a metalanguage in Indigenous education   总被引：1，自引：0，他引：1  

Neil  Harrison 《Educational Philosophy and Theory》2005,37(6):871-884

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Learning from land and water: exploring mazinaabikiniganan as indigenous epistemology     

Melissa Twance 《Environmental Education Research》2019,25(9):1319-1333

Abstract

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.  相似文献   

Open‐Mindedness in a “Post‐Truth” Era     

Troy Richardson 《Educational theory》2019,69(4):439-453

In discussing open‐mindedness, virtue epistemologists emphasize revising one's cognitive standpoint by taking seriously the views of others, where this process is seen to be a reliable way of identifying one's biases and forming true beliefs. Yet in defending open‐mindedness, virtue epistemologists tend to give little attention to two areas of scholarship. First, they tend to overlook the psychoanalytic challenges of evasion and disavowal that so often operate in the enactment of and attempts at open‐mindedness. Second, they undervalue scholarship that notes the longer arc of a relation between post‐truth conditions and settler colonial structures. In other words, there appears to be an evasion of those views that associate the United States with dispossession, settler colonialism, and projects of decolonization according to postcontinental philosophies. This essay by Troy Richardson clarifies some of the critical vocabulary needed to bridge virtue epistemology committed to open‐mindedness and scholarship that has shifted the terms of analysis toward active projects for decolonization based on postcontinental philosophies.  相似文献   

An Aboriginal way towards curriculum reconciliation     

Jade Kennedy  Lisa Thomas  Bonnie Dean  Janine Delahunty  Kathryn Harden-Thew 《International Journal for Academic Development》2019,24(2):148-162

ABSTRACT

This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’.  相似文献   

Mining aboriginal labour: examining capital reconversion strategies occurring on the risk management field     

Andrew P. Hodgkins 《Journal of Education & Work》2016,29(7):813-833

This article examines a vocational education and training partnership occurring in the Canadian oil sands mining industry. The case study involves a corporate-sponsored pre-apprenticeship training programme designed to procure aboriginal labour in the province of Alberta. Interviews with members of key partner groups and stakeholders occurred during and after programme completion. Drawing from Pierre Bourdieu’s theory of the social field, capital reconversion strategies of partner groups are examined and critically evaluated in relation to the concept of ‘reputational risk management’ which I argue constitutes the underlying motive of the mine sponsor to procure racialised labour in order to maintain unfettered exploitation of resources whilst appeasing aboriginal resentment over land dispossession. Differential asset structures which partners bring to the partnership produce tensions that impact well-being and meaningful participation at the community level in the areas of education, training and employment.  相似文献   

Indigenous knowledges,universities, and alluvial zones of paradigm change     

Michael Marker 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):500-513

ABSTRACT

In the past two decades, Indigenous faculty and graduate students at research-intensive universities have been asserting a kind of cultural and intellectual sovereignty over their own academic production and participation. While colonization through assimilationist education suppressed – and continues to suppress – Indigenous community knowledge and Indigenous scholars have been drawing on Indigenist revival movements creating new academic works and challenging the conventions of what constitutes research. This article presents conversations in contested spaces regarding Indigenous identity and expression. It draws, in part, on the author’s own experience traveling between Indigenous communities and universities while supervising Indigenous PhD students. Universities are in conflicted positions as they ostensibly invite Indigenous expression, but resist the undoing of conventional hierarchies that maintain hegemonic equilibrium. Are Universities that open spaces for Indigenous knowledges and the place-based blending – and bending – of metaphysical and physical realities leading a paradigm change in ecological consciousness? Can Indigenous scholars and Indigenous communities be represented in academic locations in ways that redirect the goals and purposes of research and knowledge production? This writing is a reflection on emerging, and ongoing, questions of Indigenous advance in academic spaces.  相似文献   

‘Don't talk about what you don't know’: on (not) conducting research with/in Indigenous contexts     

《Critical Studies in Education》2013,54(2):203-214

This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use ‘what I know’ – rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism – to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking ‘to my own mob’.  相似文献   

‘It's almost like a White school now’: racialised complexities,Indigenous representation and school leadership     

《Critical Studies in Education》2013,54(2):169-182

Drawing on a broader study that focused on examining principal leadership for equity and diversity, this paper presents the leadership experiences of ‘Jane’, a White, middle-class principal of a rural Indigenous school. The paper highlights how Jane's leadership is inextricably shaped by her assumptions about race and the political dynamics and historical specificities of her school community. A central focus is on Jane's tendency to deploy culturally reductionist understandings of Indigeneity that position it as incompatible or incommensurable with White culture/western schooling. The paper argues the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience. Such an analysis is presented as imperative to supporting representative justice in that it moves beyond merely according a voice to Indigenous people to a focus on better understanding, problematising and remedying the racial relations that contribute to Indigenous oppression.  相似文献   

Problematising school space for Indigenous education: teachers’ and parents’ perspectives     

《Ethnography and Education》2013,8(3):265-280

This interpretive study explores the relationship between spatial qualities and school-parent engagement in three primary schools which serve low income periurban Indigenous families in north Australia. Drawing from interviews with educators and parents, school-based observations and community fieldwork conducted over the course of two years in two different towns, we found that educators are very concerned that schools, as western institutions, present cultural and physical barriers to effective engagement; but that this view is not shared by Indigenous parents. Rather than seeing this as a simple issue of cultural difference, our analysis seeks to unravel the curious way in which the otherness of school space is acknowledged in educator discourse. Only some place features of school are suggested as a barrier by educators while other aspects – such as the clear identification of insiders and outsiders through school routines and locales – remain unremarked. We conclude by suggesting that schools are inherently exclusionary, a foundational fact which both parents and educators accept and respond to, in ways which both explain the push for engagement within education policy and its irrelevance as a concern for parents.  相似文献   

A Contemporary Study of Teacher Planning in a High School English Class     

Gail Mccutcheon  H. Richard Milner 《Teachers and Teaching》2013,19(1):81-94

A case study of a contemporary secondary school English teacher is presented and compared with prior research about teacher planning. Drawing on his rich content knowledge, this teacher's long-range pre-active planning is his major form of planning when he develops interconnected themes for the course, selects literature, and develops curriculum materials for it employing technology. Because this case differs substantially from prior research, a call is made for more studies of teacher planning.  相似文献