scholarly journals Unschooling and Indigenous Education

Humanities ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 125
Author(s):  
Noah Romero ◽  
Sandra Yellowhorse
Keyword(s):  
Learning Environments ◽  
Indigenous Education ◽  
Knowledge Exchange ◽  
Historical Analysis ◽  
Knowledge Systems ◽  
Colonial Education ◽  
Educational Justice ◽  
Resonant Frequencies ◽  
Relational Values ◽  
Colonial Contact

This article draws from autoethnography and historical analysis to examine how racialized people pursue educational justice, consent, inclusion, and enjoyment through non-hegemonic learning. A historical analysis of U.S. colonial education systems imposed upon Diné and Philippine peoples grounds a comparative study on two forms of anti-colonial pedagogy: Indigenous education and critical unschooling. These two lines of inquiry underpin autoethnographic analyses of our own experiences in non-hegemonic learning to offer direct insights into the process of experiential, and decolonial growth intimated in relational learning environments. Indigenous education and critical unschooling literature both affirm the notion that all learners are always already educators and students, regardless of their age, ability, or status. This notion reorients the processes and aspirations of education toward an understanding that everyone holds valuable knowledge and is inherently sovereign. These relational values link together to form systems of circular knowledge exchange that honour the gifts of all learners and create learning environments where every contribution is framed as vital to the whole of the community. This study shows that because these principles resonate in multiple sites of colonial contact across Philippine and Diné knowledge systems, through Indigenous education and critical unschooling, and in our own lived experiences, it is important to examine these resonant frequencies together as a syncretic whole and to consider how they can inform further subversions of hegemonic educational frameworks.

Knowledge Framework for Online Learning

2019 ◽  
pp. 25-42
Author(s):  
Simon Cleveland ◽  
Greg Block
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Knowledge Exchange ◽  
Real Life ◽  
Asynchronous Learning ◽  
Knowledge Framework ◽  
Knowledge Domains ◽  
Asynchronous Learning Environments ◽  
Seeking Behavior ◽  
Knowledge Seeking

While online education continues to grow, virtual instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. These challenges are especially prevalent in the cybersecurity and programming domains. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this chapter assesses knowledge factors that impact virtual knowledge transfer and absorption processes. Synchronicity framework is proposed to integrate knowledge-seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.

Stakeholders’ participation in environmental regulation: A case study of the sectoral agreement of packaging reverse logistics in Brazil

2021 ◽  
pp. 0734242X2110481
Author(s):  
Alexandre Neves Marques Pereira ◽  
Flavio de Miranda Ribeiro
Keyword(s):  
Decision Making ◽  
Solid Waste ◽  
Local Governments ◽  
Solid Waste Management ◽  
Policy Design ◽  
Knowledge Exchange ◽  
Historical Analysis ◽  
Negotiation Process ◽  
Participatory Process ◽  
Policy Cycle

This paper discusses the role of stakeholders’ participation in decision-making of waste policies, exploring the case of the sectoral agreement (SA) of packaging in Brazil. This case represents a robust step to introduce circular economy for packaging in Brazil and Latin America. Since the enactment of the Brazilian National Solid Waste Policy in 2010, a series of agreements were created to introduce an alternative model of extended producer responsibility in the country. This historical analysis evaluates the decision-making and the outcomes of its participatory process. Three qualitative research methods were applied: 76 interviews with stakeholders at the three levels of governance; observation of five events during the negotiation process and analysis of government documents. The results show that stakeholders’ participation was crucial throughout the policy design, contributing directly and indirectly to the outcomes of the SA, with knowledge exchange, creation of networks and by pressuring solid waste management issue onto the government’s agenda. However, the participatory process is not straightforward, and during the agreement process, some advancements seem to be jeopardised, with risk of participation being exploited to legitimise political interests. At the end, research points out that participation needs to be promoted and expanded throughout all the stages of the policy cycle, bringing together also other stakeholders such as local governments and civil society.

Creating Digital Heritage Content

2011 ◽  
pp. 139-157 ◽  
Author(s):  
Judith van der Elst ◽  
Heather Richards-Rissetto ◽  
Jorge Garcia
Keyword(s):  
Knowledge Transfer ◽  
Knowledge Exchange ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Digital Content ◽  
Cultural Perspectives ◽  
Digital Heritage ◽  
Educational Framework ◽  
Different Levels

In this chapter, the authors focus their attention on an often overlooked aspect of digital heritage content, namely by whom how, and with what purpose such content is created. The authors evaluate digital materials that are anthropological and archaeological in nature, both digitized archives and newly created materials. In their work and efforts to understand and represent different cultural perspectives, they have encountered differences in cultural knowledge systems that have shown the need for cross-cultural consultation and communication as an essential first step in the creation of digital content for new systems of representation and knowledge transfer. Their efforts focus on developing a new educational framework that allows for knowledge exchange at different levels and between different entities, challenging the perpetuating hierarchical relationships between community and experts.

Mapping agri-environmental knowledge systems

2017 ◽  
Author(s):  
Sue Oreszczyn ◽  
Andy Lane
Keyword(s):  
International Development ◽  
New Technologies ◽  
Knowledge Exchange ◽  
Knowledge Flows ◽  
Knowledge Systems ◽  
Environmental Knowledge ◽  
Research Projects ◽  
Health Food ◽  
Exchange Processes ◽  
Complex Knowledge

This chapter draws on the authors' experiences over many years of investigating knowledge exchange processes across three research projects that mostly dealt with agri-environmental knowledge systems with contentious issues for stakeholders (farmers, policymakers, researchers, businesses and NGOs) to explore. The first project discussed considers UK farmers' understandings of new technologies and the influencers on them. This work is then taken forward into subsequent projects that analysed complex knowledge flows in a number of different contexts—agriculture, health, food, international development, and hedgerow management systems. The authors reflect upon how the use of diagramming and relationships with participants in their research methods evolved through the three phases of the first project and into the subsequent projects.

History without Silos, Ignorance versus Knowledge, Education beyond Schools

2014 ◽  
Vol 54 (3) ◽  
pp. 349-355 ◽  
Author(s):  
K. Tsianina Lomawaima
Keyword(s):  
Indigenous Education ◽  
Native People ◽  
Indian Education ◽  
Colonial Education ◽  
Willful Ignorance ◽  
Transmission Of Knowledge ◽  
Tunnel Vision ◽  
The Difference ◽  
Teaching Learning ◽  
Scholarly Inquiry

Contributors to this thematic issue of theQuarterlycall education historians' scholarly attention to the particularities of Native histories and the diverse ways that Native people experience and think about our worlds. Their call to envision—or re-vision—histories of Indigenous education weaves together suggestive directions for productive scholarly inquiry. In my commentary, I focus on three of their main points. First, they note the unfortunate phenomenon of academic “silo-ization” that all too often leads to a disciplinary tunnel vision blocking our view of useful—even necessary—sources, archives, methods, evidence, perspectives, questions, and analytic frameworks. Second, they point out the vast and critical difference between two common interpretations of the phrase “American Indian education,” which is to say the difference between Indigenous self-education and colonial education of Indians by settlers and their institutions. Over the last five centuries, the divide between educationbyIndians and educationforIndians has been glaringly obvious to Native peoples but often conveniently ignored by others. That willful ignorance, of course, has been necessary to the settler colonial imperative to “eliminate the Native” and thus solidify settler claims to lands and national identity itself. Third, they make an urgent and timely call for more attention to Indigenous educational philosophies and practices in Indigenous contexts, that is,education(in Bailyn's terms) outside of the walls of (usually colonial)schools.They direct our attention to teaching, learning, and intergenerational transmission of knowledge embedded within and constitutive of Native histories.

scholarly journals Can everyone hear me? Reflections on the use of global online workshops for promoting inclusive knowledge generation

2021 ◽  
pp. 146879412110195
Author(s):  
Beatrice Egid ◽  
Kim Ozano ◽  
Guillermo Hegel ◽  
Emily Zimmerman ◽  
Yaimie López ◽  
...  
Keyword(s):  
Digital Divide ◽  
Knowledge Exchange ◽  
Knowledge Systems ◽  
Knowledge Generation ◽  
Power Dynamics ◽  
Global Knowledge ◽  
Collaborative Project ◽  
Participatory Health Research ◽  
Academic Researchers

Online research methods have risen in popularity over recent decades, particularly in the wake of COVID-19. We conducted five online workshops capturing the experiences of participatory health researchers in relation to power, as part of a collaborative project to develop global knowledge systems on power in participatory health research. These workshops included predominantly academic researchers working in 24 countries across Africa, Asia, Europe, and the Americas. Here, we reflect on the opportunities, limitations, and key considerations of using online workshops for knowledge generation and shared learning. The online workshop approach offers the potential for cross-continental knowledge exchange and for the amplification of global South voices. However, this study highlights the need for deeper exploration of power dynamics exposed by online platform use, particularly the ‘digital divide’ between academic partners and community co-researchers. Further research is needed to better understand the role of online platforms in generating more inclusive knowledge systems.

scholarly journals Decolonizing Knowledge, Education and Social Development: Africanist Perspectives

2020 ◽  
Vol 2 (4) ◽  
pp. 503-518
Author(s):  
Ali A. Abdi
Keyword(s):  
Social Development ◽  
Historical Analysis ◽  
Current Situation ◽  
Colonial Education ◽  
The Past ◽  
General Terms ◽  
Functional Development ◽  
Postcolonial Africa ◽  
Education And Development ◽  
American Thought

Abstract Education is viewed, in general terms, as conductive to social development, intended her as the overall and contextual wellbeing of individuals, communities and societies. Both the ideational and select practices of development emerged and expanded in the past 70 or so years. With colonial education continuing unchallenged in ‘postcolonial’ Africa, complemented by the importation of prepackaged, non-functional development schemes, the need for knowledge and learning reconstructions are urgently needed in the continent. It is with that in mind that this paper undertakes both historical and actual analysis of the situation, beginning with the critical readings and relevant analytical, counter-colonial problematizations of Eurocentric and by extension, monocentric modalities of knowledge, education and development. To be sure, the arbitrary constructions of both the terra and persona Africana by European and Euro-American thought leaders who served as the theoretical vanguards for colonialism and contemporary global capitalist domination has led to, and sustains the current situation with respect to African educational and social development contexts. The appreciation of the historical analysis here, as critically attaching to current situations, is important in achieving the needed counter-Eurocentric discursive formations and related reconstructive educational and development possibilities.

Pre-Victorian Colonial Education

2019 ◽  
pp. 26-78
Author(s):  
Anilkumar Belvadi
Keyword(s):  
Indigenous Education ◽  
Pedagogical Practices ◽  
Indian Education ◽  
Colonial Education ◽  
Student Body ◽  
Government Grants ◽  
Mission Schools ◽  
Classroom Techniques ◽  
Colonial Authority ◽  
Curricular Material

Chapter 2 is a retelling of nearly two hundred years of pre-Victorian Indian colonial education, presented to aid interpretations of American missionary action in the Victorian period. The chapter shows how, despite their “universal” Christian intent, mission schools were closely allied with colonial authority and deeply racialized in their functioning. Extensive archival data (1708–1849) is used to describe the typical composition of the student body, syllabi, classroom techniques, and examination methods in mission-run schools. Missionaries used the very “heathen” curricular material and pedagogical practices they denounced. And they deliberated over the advantages of establishing schools that would further the interests of the East India Company. In the other direction, British parliamentary papers show official colonial thinking on how Western education could serve the colonial cause, and on whether a part of the teaching endeavor could be delegated to Christian missionaries. The chapter summarizes the decline of indigenous education under colonial rule as reported by Company officials just as evangelicals, chiefly, educated and ambitious middle-class people in Britain and America, began to express interest in Indian education. Between 1833 and 1854, mission schools were widely established, filling the void in indigenous education. The chapter considers the problematic of the language of education, recounting the Anglicist/Orientalist debate. It then discusses the “Woods Despatch” of 1854, the new education law, which called for a secular curriculum and for inspections to be instituted in private schools seeking government grants-in-aid. The chapter ends with a discussion of American missionary thought and practice of exploring new ways of attracting student audiences to the evangelical cause.

Conversational Morality and Information Circulation: How Tacit Notions about Good and Evil Influence Online Knowledge Exchange

2009 ◽  
Vol 68 (2) ◽  
pp. 218-229 ◽  
Author(s):  
Patricia Lange
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Open Source Software ◽  
Knowledge Exchange ◽  
User Needs ◽  
Informal Learning Environments ◽  
Ethical Concerns ◽  
Information Circulation ◽  
Good And Evil ◽  
Competing Technologies

Technologists often support the idea that knowledge exchange is best achieved by engaging in debate that does not involve moral considerations. Such a position is difficult to achieve given that technical choices are often morally laden. Indeed, many supporters of the Free and Open Source Software (F/OSS) movement use specific technologies because of the moral benefits of F/OSS and the ethical concerns about using alternative proprietary technologies and products. F/OSS supporters wish to promote a free exchange of ideas that is not censored by governments or corporations. Ironically, conversations about F/OSS and competing technologies in informal learning environments online can often foreclose wider debate if the participants unreflectively perform their moral affiliation to particular technologies. Participants in online technical communities often show their moral support of technologies and display alignment to certain values associated with the technologies in order to negotiate a favorable identity among peers who espouse similar ideas and goals. However, some interactive identity performances of technical affiliation may complicate online participants' ability to circulate wider knowledge and encourage broader, morally-neutral discussion of user needs and concerns.

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