Towards Self-Determination in Indigenous Education Research: An Introduction

2019 ◽  
pp. 1-15
Author(s):  
Elizabeth Ann McKinley ◽  
Linda Tuhiwai Smith
Keyword(s):  
Education Research ◽  
Indigenous Education ◽  
Self Determination

Extending the yarning yarn: Collaborative Yarning Methodology for ethical Indigenist education research

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Marnee Shay
Keyword(s):  
Education Research ◽  
Data Collection ◽  
Indigenous Education ◽  
Self Determination ◽  
Audio Recording ◽  
Doctoral Study ◽  
School Settings ◽  
Data Collection And Analysis ◽  
Research In Education

Abstract Yarning scholarship is emerging in the Australian context. There are a growing number of Indigenous scholars who advocate for using yarning in research and this paper aims to contribute to this methodological discussion. In this paper, I outline the development of a methodology, which I have named Collaborative Yarning Methodology (CYM). CYM extends on the current yarning scholarship available to researchers through critically addressing the issue of data collection and analysis. The methodology was developed in undertaking my doctoral study in alternative school settings. In developing CYM, I discuss and analyse the implications of using Indigenous methodologies in institutionalised education settings and some of issues that may arise, and some explicitly for Indigenous researchers. Through analysing the current discourses that exists when undertaking Indigenous-focused research in education institutions, there are clearly connections in how Indigenous people are positioned politically, racially and socially when assuming the role of a researcher. I propose that in Indigenous education focused research, there continues to be an over-reliance of positivist ways of collecting yarning data, such as audio recording. I offer an alternative to audio recording, which incorporates collaborative approaches to data collection with participants underpinned by the principle of self-determination.

scholarly journals Indigenous Education 1991–2000: Documents, Outcomes and Governments

2012 ◽  
Vol 41 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Andrew Gunstone
Keyword(s):  
School Attendance ◽  
Indigenous Education ◽  
Self Determination ◽  
Royal Commission ◽  
Policy Area ◽  
Educational Disadvantage ◽  
History Of ◽  
Lack Of Commitment ◽  
Deaths In Custody

There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are theNational Aboriginal and Torres Strait Islander Education Policy, theCouncil for Aboriginal Reconciliation Act (Cth)and the report of theRoyal Commission into Aboriginal Deaths in Custody. I then analyse the abysmal outcomes of Indigenous education over this period, including educational access, educational attainment, school attendance and reading benchmarks. I argue that the substantial educational disadvantage experienced by Indigenous people is in stark contrast to the goals, policies and objectives contained in the numerous documents on Indigenous education. I then explore the role of governments in contributing to this disparity between documents and outcomes in Indigenous education, including their failure to acknowledge the history of Indigenous and non-Indigenous relations, their lack of commitment to address Indigenous educational disadvantage, their failure to recognise self-determination and the lack of cooperation between governments to address Indigenous educational disadvantage.

Indigenous Education in Canada

2020 ◽  
Author(s):  
Jo-ann Archibald – Q’um Q’um Xiiem
Keyword(s):  
Decision Making ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Self Determination ◽  
Educational Policies ◽  
Aboriginal Peoples ◽  
Royal Commission ◽  
Educational Systems

Canadian Indigenous education includes education for Indigenous learners at all levels and ages and learning about Indigenous peoples’ history, cultures/knowledges, and languages for all learners in educational systems. In Canada, the journey of Indigenous people toward self-determination for Indigenous education continues to be a key challenge for government, policy makers, and Indigenous organizations. Self-determination approaches are not new. They originated in traditional forms of education that were created by and for Indigenous peoples. These authentic Indigenous approaches were disrupted by colonial educational policies enacted by state (federal government) and church that separated Indigenous children from their families and communities through boarding and Indian residential schools for over 100 years. Generations of Indigenous people were negatively impacted by these colonial educational policies and legislation, which contributed to lower educational levels among Indigenous peoples compared to non-Indigenous peoples in Canada. In response, Indigenous peoples have resisted assimilationist attempts by organizing politically, engaging in national research and commissions, and developing educational organizations to regain and revitalize self-determining approaches to Indigenous education. Indigenous peoples have played significant decision-making roles through the following national policies, research, and commissions that created opportunities for educational change: the 1972 Indian Control of Indian Education Policy; the 1991–1996 Royal Commission on Aboriginal Peoples; and the 2008–2015 Truth and Reconciliation Commission of Canada. A prevalent discourse in Canadian education specifically and Canadian society generally is about reconciliation. For Indigenous peoples, reconciliation cannot happen until educational systems ensure that Indigenous peoples have a central role in making policy and programmatic decisions, and that Indigenous knowledge systems are placed respectfully and responsibly in education at all levels. Another common discourse is about Indigenizing the Academy or Indigenizing education, which also cannot occur without Indigenous people’s direct involvement in key decision-making approaches. The Indigenous educational landscape in Canada is showing signs of slow but steady growth through Indigenous self-determination and Indigenous knowledge approaches to teaching, learning, and research.

scholarly journals The Turtle Lodge: sustainable self-determination in practice

2019 ◽  
Vol 15 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Laura Cameron ◽  
Dave Courchene ◽  
Sabina Ijaz ◽  
Ian Mauro
Keyword(s):  
Indigenous Education ◽  
Well Being ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Self Determination ◽  
Future Generations ◽  
Community Based ◽  
Reciprocal Relationships ◽  
Holistic Concept

The Turtle Lodge International Centre for Indigenous Education and Wellness in Sagkeeng First Nation, Manitoba, is leading the way in exemplifying and cultivating sustainable self-determination. This is a holistic concept and process that recognizes the central role that land and culture play in self-determination, and the responsibility to pass these teachings on to future generations. This article links theory and practice in the emerging scholarship on sustainable self-determination and examines how Turtle Lodge embodies sustainable self-determination through traditional governance and laws, respectful and reciprocal relationships, cultivation of cultural revitalization and community well-being, and efforts to inspire earth guardianship. Turtle Lodge’s experience underscores the importance of understanding sustainable self-determination as a flexible, community-based process. This case study fits within recent calls in the literature for a shift from a rights-based to responsibility-based self-determination discourse and demonstrates some of the challenges and lessons learned that might support other communities pursuing similar actions.

scholarly journals Mapping the intellectual and conceptual structure of physical education research: Direct citation analysis

2021 ◽  
Vol 25 (2) ◽  
pp. 67-84
Author(s):  
Andrzej Lis ◽  
Mateusz Tomanek
Keyword(s):  
Education Research ◽  
Physical Education ◽  
Citation Analysis ◽  
Self Determination Theory ◽  
Conceptual Structure ◽  
Research Field ◽  
Self Determination ◽  
Research Fronts ◽  
The Matrix ◽  
Number Of Citations

Background and Study Aim. The aim of the study is to identify and explore the intellectual and conceptual structure of physical education research. It is focused around the following study questions: (1) What are the most influential publications within the research field? (2) What are the research fronts in physical education studies? Material and Methods. As a result of the research sampling process, the 10,334 publications indexed in the Scopus database were selected by the title search for the phrase ‘physical education’. Citation analysis, one of science mapping methods, was employed to conduct the analysis. The study process and the visualization of its findings were supported by the VOSviewer software. In the process of citation analysis, we used the following weight attributes: (1) custom weight attributes: the number of citations received by a document and the normalized of citations for a document, and (2) standard weight attributes: the number of citation links. Results. Firstly, the most prominent references have been pointed out and discussed. The study of the effects of the SPARK physical education program in regard to physical activity of elementary school pupils by Sallis et al. (1997) is found to be the most cited publication in the physical education research field. The systematic literature review and meta-analysis of research on application of self-determination theory in the physical education context by Vasconellos et al. (2020) is recognized as the publication of the highest value of the normalized number of citations. The application of self-determination theory of motivation in physical education is the topic attracting a lot of attention of the top cited publications in the field. The prominent and central position of these references is confirmed by the analysis of citation links. Secondly, the following research fronts in physical education studies have been identified: (1) motivation in physical education, (2) physical education programmes, (3) development of physical education, (4) self-determination in physical education, (5) physical education and students’ academic achievement, (6) support of physical activity autonomy, (7) gender and physical education, and (8) long-term effects of physical education. Combining the research fronts identified with co-word analysis and direct citation analysis, the two-dimensional matrix mapping the conceptual structure of the physical education research field has been developed. The matrix categorizes publications according to their themes and the age of students / the levels of education, which are the object of the analysed studies. Conclusions. The study contributes mainly to development of theory through mapping the scientific output within the physical education research field. Identification of core references provides valuable information for the scholars cultivating the field about the most recognized classical works receiving the highest number of citations and ‘emerging stars’ of the highest normalized number of citations. Such information is crucial for any theoretical reviews regarding the issues of physical education. Discovering research fronts points out the themes of the highest prominence and may be an indication for searching prospective research topics by authors. Developing the matrix to be used for mapping the conceptual structure of the research field is another contribution of the study.

Grounding Indigenous Teacher Education Through Red Praxis

2021 ◽  
Author(s):  
Jeremy Garcia ◽  
Valerie Shirley ◽  
Sandy Grande
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Settler Colonialism ◽  
Indigenous Communities ◽  
Self Determination ◽  
Key Factors ◽  
The Impact ◽  
Ways Of Being ◽  
Theory And Model ◽  
Indigenous Teachers

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.

scholarly journals Symbolic Self-Determination: The Case of Malaysia and Australia’s Indigenous Education Policy

2021 ◽  
Vol 39 (1) ◽  
pp. 25-53
Author(s):  
Mohd Roslan Rosnon ◽  
Mansor Abu Talib ◽  
Mohamad Naqiuddin Dahamat Azam
Keyword(s):  
Education Policy ◽  
Indigenous Education ◽  
Self Determination
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