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.

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.

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 Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

2021 ◽  
Author(s):  
Kenneth J. (Jake) Chakasim
Keyword(s):  
Cultural Context ◽  
Ways Of Knowing ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Architectural Education ◽  
Middle Ground ◽  
Aboriginal Students ◽  
Alternative Perspective ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

scholarly journals Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

2021 ◽  
Author(s):  
Kenneth J. (Jake) Chakasim
Keyword(s):  
Cultural Context ◽  
Ways Of Knowing ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Architectural Education ◽  
Middle Ground ◽  
Aboriginal Students ◽  
Alternative Perspective ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

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 Methodological sensitivities for co-producing knowledge through enduring trustful partnerships

2021 ◽  
Author(s):  
Alison Greenaway ◽  
Holden Hohaia ◽  
Erena Le Heron ◽  
Richard Le Heron ◽  
Andrea Grant ◽  
...  
Keyword(s):  
New Zealand ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Science System ◽  
Hill Country ◽  
Environmental Care ◽  
The North ◽  
Aotearoa New Zealand ◽  
Indigenous Knowledge Systems ◽  
The Many

AbstractIndigenous ways of caring for the environment have long been marginalised through research methodologies that are blind to a range of ways of knowing the world. Co-production of knowledge across Indigenous knowledge systems and Western scientific approaches is receiving attention both internationally and within the science system in Aotearoa New Zealand. Addressing power asymmetries as part of the co-production process is also slowly gaining recognition. Those involved in knowledge co-production initiatives must support learning about different world views, ways of knowing and accounting for the environment, while also enabling learning of the many biases and assumptions built into methodologies. This deliberation is needed, so non-Indigenous researchers can form enduring trustworthy partnerships and contribute to co-production initiatives. Presented here are insights shared by a cohort of environment research practitioners who have been deliberating on co-production occurring across knowledge systems in Aotearoa New Zealand. Originating from analysis of interviews undertaken about relationships recreational groups have with Te Urewera (forested hill country in the North Island of Aotearoa New Zealand), this paper depicts a layered reflection on how non-Māori (primarily but not exclusively) across Aotearoa New Zealand are learning to be manuhiri (those being welcomed on arrival to a place by the Indigenous people of that place). As a contribution to this collective learning, a set of methodological sensitivities are proposed as support for research amidst changing relationships with places. Doing so we aim to contribute to reflexive and decolonising encounters with Indigenous approaches to environmental care.

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.

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.  

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