scholarly journals Indigenising the Griffith School of Environment Curriculum: Where to From Here?

2013 ◽  
Vol 42 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Catherine Howlett ◽  
Jo-Anne Ferreira ◽  
Monica Seini ◽  
Christopher Matthews
Keyword(s):  
Professional Development ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Indigenous Students ◽  
Indigenous Ways Of Knowing

This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge systems may impose on Indigenous ways of knowing and knowledge systems. The article also acknowledges the need for professional development opportunities for staff prior to any attempts towards Indigenisation of the curriculum.

A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

2021 ◽  
Vol 20 (2) ◽  
pp. 129-140
Author(s):  
Justine Nabaggala
Keyword(s):  
Visual Art ◽  
Formal Education ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Personal Perspective ◽  
Effect Change ◽  
Art Educator ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing ◽  
Learning Development

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.

Researching Indigenous Ways of Knowing-and-Being

2017 ◽  
pp. 22-49 ◽  
Author(s):  
Norma Ruth Arlene Romm
Keyword(s):  
Economic Development ◽  
Indigenous Knowledge ◽  
Ecological Niche ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Relational Thinking ◽  
Indigenous Knowledge Systems ◽  
Socio Economic Development ◽  
Indigenous Ways Of Knowing

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

scholarly journals "The Legacy Will Be the Change": Reconciling How We Live with and Relate to Water

2020 ◽  
Vol 11 (3) ◽  
pp. 1-23
Author(s):  
Lindsay Day ◽  
Ashlee Cunsolo ◽  
Heather Castleden ◽  
Alex Sawatzky ◽  
Debbie Martin ◽  
...  
Keyword(s):  
Lived Experience ◽  
First Nations ◽  
Indigenous Peoples ◽  
Water Policy ◽  
Water Governance ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Indigenous Ways Of Knowing ◽  
Be The Change ◽  
Canada Data

Current challenges relating to water governance in Canada are motivating calls for approaches that implement Indigenous and Western knowledge systems together, as well as calls to form equitable partnerships with Indigenous Peoples grounded in respectful Nation-to-Nation relationships. By foregrounding the perspectives of First Nations, Inuit, and Métis peoples, this study explores the nature and dimensions of Indigenous ways of knowing around water and examines what the inclusion of Indigenous voices, lived experience, and knowledge mean for water policy and research. Data were collected during a National Water Gathering that brought together 32 Indigenous and non-Indigenous water experts, researchers, and knowledge holders from across Canada. Data were analyzed thematically through a collaborative podcasting methodology, which also contributed to an audio-documentary podcast (www.WaterDialogues.ca).

scholarly journals Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms

2017 ◽  
Vol 47 (3) ◽  
pp. 16-33 ◽  
Author(s):  
Dustin William Louie ◽  
Yvonne Poitras-Pratt ◽  
Aubrey Jean Hanson ◽  
Jacqueline Ottmann
Keyword(s):  
Ways Of Knowing ◽  
Indigenous Students ◽  
Leading Role ◽  
Decolonizing Methodologies ◽  
Institutions Of Higher Learning ◽  
Ongoing Work ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
Faculties Of Education ◽  
University Classrooms

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.

Researching Indigenous Ways of Knowing-and-Being

2020 ◽  
pp. 407-434
Author(s):  
Norma Ruth Arlene Romm
Keyword(s):  
Economic Development ◽  
Indigenous Knowledge ◽  
Ecological Niche ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Relational Thinking ◽  
Indigenous Knowledge Systems ◽  
Socio Economic Development ◽  
Indigenous Ways Of Knowing

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa

2003 ◽  
Vol 19 ◽  
pp. 57-67 ◽  
Author(s):  
Rob O'Donoghue
Keyword(s):  
Indigenous Knowledge ◽  
Southern Africa ◽  
Ways Of Knowing ◽  
Social Processes ◽  
Knowledge Systems ◽  
Environmental Knowledge ◽  
Institutional Processes ◽  
Scientific Institutions ◽  
Indigenous Ways Of Knowing ◽  
Colonial Oppression

AbstractThis study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.

scholarly journals Walking Many Paths, Our Research Journey to (Re)present Multiple Knowings

2021 ◽  
Vol 7 (1) ◽  
pp. 159-182
Author(s):  
Melitta Hogarth ◽  
Kori Czuy
Keyword(s):  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Indigenous Research ◽  
Indigenous Knowledges ◽  
Multiple Voices ◽  
Indigenous Ways Of Knowing ◽  
Methodological Approaches ◽  
Indigenous Voices

Indigenous peoples globally are seeking new ways in which to communicate and share our worldviews.  Sometimes defined as resistance research, emancipatory research, decolonising research - our research (re)presents the multiple journeys in which we live and come to know. Emerging Indigenous research methodological approaches are centring Indigenous ways of knowing, being and doing, to privilege Indigenous voices that have been suppressed through colonization.  The intricate weaving of Western methodologies with Indigenous knowledges evokes agency in two emerging Indigenous researchers (from Australia and Canada) and weaves a path of reconciliation between their diverse disciplines as well as the seemingly dichotomous knowledge systems they are challenged to work within. Using metalogue, a way of authentically bringing together multiple voices through dialogue, we discuss the creative and radical Indigenous methodological approaches developed and enacted within our PhDs.  The paper will provide insights to the epistemological, ontological and axiological principles that inform emerging Indigenous approaches to research.  

scholarly journals Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms

2017 ◽  
Vol 47 (3) ◽  
pp. 16-33 ◽  
Author(s):  
Dustin William Louie ◽  
Yvonne Poitras-Pratt ◽  
Aubrey Jean Hanson ◽  
Jacqueline Ottmann
Keyword(s):  
Ways Of Knowing ◽  
Indigenous Students ◽  
Leading Role ◽  
Decolonizing Methodologies ◽  
Institutions Of Higher Learning ◽  
Ongoing Work ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
Faculties Of Education ◽  
University Classrooms

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.  

scholarly journals The use of realist approaches for health research in Indigenous communities

2021 ◽  
pp. 117718012199606
Author(s):  
Dave A Bergeron ◽  
Marie-Claude Tremblay ◽  
Maman Joyce Dogba ◽  
Debbie Martin ◽  
Jonathan McGavock
Keyword(s):  
Local Knowledge ◽  
Health Research ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Knowledge Systems ◽  
Knowledge Process ◽  
Indigenous Epistemologies ◽  
Indigenous Ways Of Knowing ◽  
Process Oriented

Research approaches and underlying epistemologies should be carefully considered when conducting health research involving Indigenous communities in order to be aligned with the distinct Indigenous values and goals of the communities involved. If Western research approaches are used, it is helpful to consider how they might be consistent with Indigenous ways of knowing. Among Western research approaches, realist approaches might have some congruence with Indigenous epistemologies. For health research in Indigenous communities, realist approaches might be relevant because they are based on a wholistic approach congruent with Indigenous ontologies, anchored in local knowledge, process-oriented and dynamic. The use of these approaches might make it possible to link diverse knowledge systems into action that is meaningful for Indigenous communities.

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

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