Indigenous Education: Affirming Indigenous Knowledges and Languages from a Turtle Island Indigenous Scholar’s Perspective: Pikiskēwinan (Let Us Voice)

For researchers and educators working to engage Indigenous knowledges, colonial legacies, including assimilation-driven education curriculum, form challenging and complex pathways to navigate. To address such legacies and support Indigenous education efforts, we developed a participatory research model exploring benefits, barriers, and resources for engaging Indigenous knowledges in science education and research. This article details methods and findings from an inter-island knowledge exchange describing the experiences of seven Indigenous scholars and practitioners working in the Caribbean. We drew from Indigenous research methodologies, participatory action research, and constructivist grounded theory. Our research findings describe how individual experiences weave into a larger collective, intergenerational story of survival, adaptation, resilience, and regeneration. Findings from this study deepen understandings regarding how underlying socio-political challenges manifest at different scales of space and time, from immediate to intergenerational, and practitioner-identified resources to overcome them, such as Indigenous language, community action, and creating support systems.

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The importance and promise of integrating Indigenous knowledges in nursing education

Witness: The Canadian Journal of Critical Nursing Discourse ◽

10.25071/2291-5796.46 ◽

2020 ◽

Vol 2 (1) ◽

pp. 11-24

Author(s):

Vanessa Van Bewer ◽

Roberta L. Woodgate ◽

Donna Martin ◽

Frank Deer

Keyword(s):

Nursing Education ◽

Nursing Profession ◽

Ethical Values ◽

Education Programs ◽

Indigenous Knowledges ◽

Indigenous Learning ◽

Schools Of Nursing ◽

Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

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The transfer of European intercultural discourse towards Latin American educational actors: a Mexican case study

Anthropology Matters ◽

10.22582/am.v13i1.227 ◽

2011 ◽

Vol 13 (1) ◽

Cited By ~ 1

Author(s):

Laura Mateos

Keyword(s):

Latin American ◽

Indigenous Education ◽

The State ◽

Intercultural Education ◽

Bilingual Teachers ◽

Ethnographic Data ◽

Intellectual Networks ◽

State Educational ◽

Intercultural Discourse

This paper analyses the ways transfer of the discourse on interculturality and intercultural education, as it has been coined and shaped by European anthropologists and pedagogues, towards educational actors and institutions in Latin America. My ethnographic data illustrate how this intercultural discourse is currently transferred through intellectual networks to different kinds of Mexican actors who are actively “translating” this discourse into the post-indigenismo situation of “indigenous education” and ethnic claims making in Mexico. On the basis of fieldwork conducted in two different institutions in the state of Veracruz, the appropriation and re-interpretation of, as well as the resistance against, the European discourse of interculturality are studied by comparing the training of “intercultural and bilingual” teachers through the state educational authorities and the notion of intercultural education, as applied within the so-called “Intercultural University of Veracruz”.

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Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

The Australian Journal of Indigenous Education ◽

10.1017/jie.2019.30 ◽

2020 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Stacey Kim Coates ◽

Michelle Trudgett ◽

Susan Page

Keyword(s):

Higher Education ◽

Indigenous Education ◽

Indigenous Australians ◽

Access To Higher Education ◽

Public Schooling ◽

Indigenous Students ◽

Early Experiences ◽

Commonwealth Government ◽

The 1960S ◽

Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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Illuminating Indigenous health care provider stories through forum theater

AlterNative An International Journal of Indigenous Peoples ◽

10.1177/1177180121995801 ◽

2021 ◽

Vol 17 (1) ◽

pp. 61-70

Author(s):

Vanessa Van Bewer ◽

Roberta L Woodgate ◽

Donna Martin ◽

Frank Deer

Keyword(s):

Higher Education ◽

Health Care ◽

Health Care Professionals ◽

Indigenous Health ◽

Indigenous Education ◽

Cultural Safety ◽

Lateral Violence ◽

Indigenous Students ◽

Current Context ◽

Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

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