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

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.

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

Art Design & Communication in Higher Education ◽

10.1386/adch_00035_1 ◽

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 ◽

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.

Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries - Advances in Knowledge Acquisition, Transfer, and Management ◽

Researching Indigenous Ways of Knowing-and-Being

10.4018/978-1-5225-0833-5.ch002 ◽

2017 ◽

pp. 22-49 ◽

Cited By ~ 9

Author(s):

Norma Ruth Arlene Romm

Keyword(s):

Economic Development ◽

Indigenous Knowledge ◽

Ecological Niche ◽

Ways Of Knowing ◽

Knowledge Systems ◽

Relational Thinking ◽

Socio Economic Development ◽

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

Indigenous Studies ◽

10.4018/978-1-7998-0423-9.ch022 ◽

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 ◽

Socio Economic Development ◽

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.

An Alternative Perspective of Educational Leadership for Change: Reflections on Native/Indigenous Ways of Knowing

Second International Handbook of Educational Leadership and Administration ◽

10.1007/978-94-010-0375-9_6 ◽

2002 ◽

pp. 133-165 ◽

Cited By ~ 7

Author(s):

Maenette K. P. Ahnee-Benham ◽

L. A. Napier

Keyword(s):

Educational Leadership ◽

Ways Of Knowing ◽

Alternative Perspective ◽

Leadership For Change

Exploring Indigenous Ways of Knowing, Being, and Doing in Developing A Cross-Cultural Science Curriculum

Indigenous Knowledges, Development and Education ◽

10.1163/9789087906993_007 ◽

2009 ◽

pp. 97-108 ◽

Cited By ~ 1

Keyword(s):

Science Curriculum ◽

Ways Of Knowing ◽

Cross Cultural ◽

Cultural Science

Decolonizing Aboriginal Education in the 21st Century

McGill Journal of Education ◽

10.7202/1020974ar ◽

2013 ◽

Vol 48 (2) ◽

pp. 317-337 ◽

Cited By ~ 9

Author(s):

Elizabeth Ann Munroe ◽

Lisa Lunney Borden ◽

Anne Murray Orr ◽

Denise Toney ◽

Jane Meader

Keyword(s):

21St Century ◽

Ways Of Knowing ◽

Aboriginal Education ◽

Language And Culture ◽

Indigenous Knowledges ◽

Aboriginal Students ◽

Community Contexts ◽

Culture Revitalization

Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the 21st century learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of 21st century education. Three stories from the authors’ research serve as examples of decolonizing approaches that value the congruence between 21st century education and Indigenous knowledges. These stories highlight the need for two-eyed seeing, co-constructing curriculum for language and culture revitalization, and drawing from community contexts to create curriculum.

Toward a Model of Global Meaning Making

Journal of Literacy Research ◽

10.1177/1086296x18803134 ◽

2018 ◽

Vol 50 (4) ◽

pp. 397-422 ◽

Cited By ~ 7

Author(s):

Robert J. Tierney

Keyword(s):

Critical Theory ◽

Cultural Capital ◽

Meaning Making ◽

Global Citizenship ◽

Ways Of Knowing ◽

Indigenous Communities ◽

Cross Cultural ◽

Cultural Meaning ◽

Global Meaning ◽

Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural meaning making and worldly reading as a foundation for global epistemological eclecticism in our research and pedagogical pursuits. The imaginary represents an aspirational model in the interest of decolonizing and supporting “other”—notably confronting western exclusivity and racism and mobilizing epistemologies of southern scholars and Indigenous communities.

Marriage Institutions and the Formation of Cross-Cultural Knowledge Networks in Early Modern Southeast Asia

Journal of Early Modern History ◽

10.1163/15700658-12342584 ◽

2018 ◽

Vol 22 (3) ◽

pp. 155-180

Author(s):

Matthew D. Sargent

Keyword(s):

Southeast Asia ◽

Cultural Context ◽

Knowledge Exchange ◽

Medical Knowledge ◽

Cultural Knowledge ◽

Cross Cultural ◽

Medical Practitioners ◽

Indonesian Archipelago ◽

Botanical Knowledge ◽

Cultural Brokerage

AbstractThis article explores the ways in which Europeans encountered indigenous knowledge in Asia and the Americas during the sixteenth and seventeenth centuries and reconstructs the social factors that enabled productive cross-cultural knowledge encounters within a particular temporal and cultural context. By focusing on the tacit nature of medical knowledge and on the structure of the networks that enabled cross-cultural brokerage I develop a framework that explains why knowledge exchange occurred in some situations and not in others. In particular, I argue that a unique marriage institution that emerged in the Dutch-controlled regions of the Indonesian archipelago during the second half of the seventeenth-century fostered European access to indigenous botanical knowledge by reshaping the patterns of relationships that linked European, mestiza, and indigenous cultures. Women in Southeast Asia were the important medical practitioners within their local communities. By fostering and formalizing relationships with Asian and mestiza women this marriage institution both created direct ties with local experts while also integrating European men in to a community who relied primarily on local botanical cures for their medical care and who could broker relationships with local practitioners.

First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples ◽

Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach

10.7202/1068934ar ◽

2020 ◽

Vol 5 (2) ◽

pp. 88-95 ◽

Cited By ~ 1

Author(s):

Danika Overmars

Keyword(s):

Student Success ◽

Indigenous Knowledge ◽

Aboriginal People ◽

Ways Of Knowing ◽

Integrative Approach ◽

Community Based ◽

Knowledge Community ◽

Aboriginal Students ◽

Healing Journey ◽

Colonization attempted to eradicate Indigenous knowledge and Indigenous Ways of knowing through coerced education, yet education may be the key to the healing journey for Aboriginal people in Canada. At present the educational system is not serving Aboriginal students well as measured by levels of student success. The integration of Indigenous knowledge, community and education increases the likelihood of success of students in educational settings and promotes healing from colonization. Research suggests that a community based model of education is not only appropriate for Aboriginal students but is likely to enhance their education by providing community controlled and culturally relevant experiences.