Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum

2007 ◽  
Vol 36 (S1) ◽  
pp. 51-58 ◽  
Author(s):  
Jane Williamson ◽  
Priya Dalal
Keyword(s):  
Indigenous Knowledge ◽  
Cross Cultural ◽  
Pedagogical Practices ◽  
Self Reflection ◽  
Curriculum Redesign ◽  
University Of Technology ◽  
Research Findings ◽  
Indigenous Perspectives ◽  
Indigenous Educators ◽  
Cultural Negotiations

AbstractAttempts to Indigenise the curriculum run the risk of implying the application of an “impoverished” version of “Aboriginal pedagogy” and the promotion of corrupted understandings of Indigenous knowledge (Nakata, 2004, p. 11). What is required, Nakata (2004, p. 14) argues, is a recognition of the complexities and tensions at cross-cultural interfaces and the need for negotiation between “Indigenous knowledge, standpoints or perspectives” and Western disciplinary knowledge systems such that meanings are reframed or reinterpreted. Attending to these cross-cultural negotiations and the pedagogical practices they imply are profoundly challenging for both Indigenous and non-Indigenous educators.This paper focuses on a project at Queensland University of Technology (QUT) which seeks to embed Indigenous perspectives in Humanities and Human Services curricula. It outlines the curriculum framework which was developed to guide the curriculum redesign in its initial phases. This is followed by a discussion of current research that has been concerned to identify material that can support the renegotiations of curricula endorsed by Nakata’s work. The research findings indicate that it is possible to identify a number of pedagogical approaches that can assist that process. Such approaches recognise various levels of engagement beyond the “intellectual”; they insist on a consistent unsettling of Western authority; they acknowledge Indigenous positions/positioning; and require critical self-reflection.

Trust violations across contexts: From cross-cultural negotiations to brand communities on Facebook

2011 ◽  
Author(s):  
Andrea Hollingshead ◽  
Jeanne Brett ◽  
Ashley Fulmer ◽  
Peter Kim ◽  
Roy Lewicki ◽  
...  
Keyword(s):  
Cross Cultural ◽  
Brand Communities ◽  
Cultural Negotiations

Rights to the Benefits of Research: Compensating Indigenous Peoples for their Intellectual Contribution

1997 ◽  
Vol 56 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Fundación Indígena (FSI) ◽  
Brij Kothari
Keyword(s):  
Intellectual Property ◽  
Medicinal Plants ◽  
Indigenous Knowledge ◽  
Intellectual Property Rights ◽  
Indigenous Peoples ◽  
Research Process ◽  
Local Communities ◽  
Ethical Guidelines ◽  
Self Reflection ◽  
Written Form

Research on indigenous knowledge has resulted in innumerable benefits to the Outsider(s). Indigenous peoples should be compensated in return. This article argues for integrating compensation and empowerment into the heart of the research process itself rather than viewing them as post-project undertakings. "Rights to the Benefits of Research" (RBR) is proposed as a unifying term to coalesce ideas of compensation for benefits to the Outsider(s) obtained from a noncommercial research process. In contrast, compensation of indigenous peoples via "Intellectual Property Rights" (IPR) is seen as predicated primarily upon commercial benefits. A strategy to implement RBR based on ethical guidelines and indigenous peoples' empowerment is suggested. A participatory ethnobotanical research project conducted in Ecuador serves to illustrate benefits for which compensation would fall under RBR but not IPR. The project involved the local communities in documenting their oral knowledge of medicinal plants in a written form, primarily for themselves. It is assessed along extractive, compensatory, and empowering tendencies through post-project self-reflection. The article posits that the conservation of indigenous knowledge for and by the local peoples could have positive implications for protecting their intellectual property from predations by the Outsider(s).

Basotho Medicinal Plants Second Edition - Meriana ya dimela tsa Basotho Kgatiso ya Bobedi

2020 ◽  
Author(s):  
Rodney Moffett
Keyword(s):  
Medicinal Plants ◽  
Medicinal Plant ◽  
Indigenous Knowledge ◽  
Comprehensive List ◽  
Vernacular Names ◽  
Plant Use ◽  
Vice Chancellor ◽  
University Of Technology ◽  
Cape Peninsula ◽  
Plant Uses

As a Mosotho I believe this publication assists in documenting the deep indigenous knowledge of our forefathers and helps preserve the proud tradition of the Basotho Nation. Dr Chris Nhlapo Vice-Chancellor, Cape Peninsula University of Technology This publication is an important contribution to the documentation of medicinal plant use by the Basotho. It contains a comprehensive list of known medicinal plants, their up-to-date scientific names, their vernacular names, as well as their uses. This book will appeal to experts, as well as to readers who are unfamiliar with traditional medicinal plant uses. Professor Ntsamaeeng Moteetee Department of Botany and Plant Technology, University of Johannesburg

Productive Ambiguity

2017 ◽  
pp. 63-79
Author(s):  
Rebecca L. Shipe
Keyword(s):  
Visual Culture ◽  
Small Group ◽  
Personal Growth ◽  
Visual Art ◽  
Positive Outcomes ◽  
Aesthetic Experiences ◽  
Self Reflection ◽  
Research Findings ◽  
Pictures And Words ◽  
Culture Education

This chapter presents how a concept termed “productive ambiguity,” or the ability to transform encounters with difference into opportunities for personal growth, relates to nurturing cross-cultural understanding through experiences with art. While reporting on relevant components of her recent dissertation research, the author describes how a small group of fifth graders examined the concept of productive ambiguity while engaging in relational aesthetic experiences and responding to themes through both pictures and words. Research findings reveal specific facilitation strategies that promoted self-reflection and human connection through creating, viewing and dialoguing about visual art. While comparing study findings with additional literature presented in this chapter, the reader is encouraged to critically consider the positive outcomes gained from these interactions, potential facilitation challenges, and other implications for the field of art and visual culture education.

The experiences of German social workers working with refugees

2019 ◽  
Vol 21 (1) ◽  
pp. 46-68 ◽  
Author(s):  
Rachel J Hagues ◽  
David Cecil ◽  
Ken Stoltzfus
Keyword(s):  
Social Workers ◽  
Structured Interview ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Personal Attributes ◽  
Cultural Immersion ◽  
Self Reflection ◽  
Work Related ◽  
Interview Guide ◽  
Related Stress

Summary This study examines the experiences of German social workers who provided services to refugees during the refugee crisis of 2014–2016. Interviews were conducted in 2016 in two regions of Germany, Berlin/Brandenburg ( n = 18) and Würzburg (Bavaria; n = 16). Researchers used a semi-structured interview guide complemented by a five-item Likert-type instrument. Questions explored Social Service Provider’s Background and Training, Refugees’ Needs, Role of Faith in Coping, and Recommendations for Universities and Churches and measure Effectiveness of Services, Adequacy of Resources, Benefits to Refugees, and Extent of Work-Related Stress. Findings A thematic analysis indicates social workers feel Germany has effectively responded to paramount refugee needs. Social workers emphasize the importance of learning to see people “eye-to-eye,” cultivating empathy, cross-cultural competence, overcoming personal biases, and self-reflection. Applications Findings suggest social workers who practice with refugees should devote attention to the development of personal attributes to facilitate effective service delivery (e.g. learning to respond empathetically, practicing self-reflection, and treating refugees as equals) and refining practical skills (e.g. study of refugee and immigration law nationally and internationally and development of cross-cultural knowledge and understanding). Suggestions include learning a greeting in another language or understanding gender roles in different cultures. The usefulness of cultural immersion gained by spending time abroad was highlighted; such experiences allow one to cultivate the ability to be open-minded, encourage the development of a capacity to empathize with members of under-represented groups, and prevent the tendency of seeing refugees or migrants as “the Other” ( Said, 1978 ).

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