The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2021 ◽  
pp. 1582-1597
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

scholarly journals Indigenous Knowledge in Mundum and Suptulung

AMC Journal ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 75-88
Author(s):  
Shanti Devi Rai
Keyword(s):  
Food Security ◽  
Indigenous Knowledge ◽  
Education System ◽  
Formal Education ◽  
Cultural Practices ◽  
Indigenous Education ◽  
National Curriculum ◽  
Language And Culture ◽  
Western Education ◽  
Almost All

The dominance of formal education over the indigenous education along with the language and culture has been a pressing issue in almost all cultures of the world.  The Nepalese education system is also largely influenced by the western education system. So, it is inevitable that Nepalese students too are influenced by the western education. Rai community is one of 125 indigenous groups having rich indigenous knowledge. Particularly, they have vocational education of the food security that transforms the knowledge through the cultural practices, which is close to nature and thus a unique one. The significance of the food security means survival for the whole year. Mundumic education focuses on the survival in nature and to reduction of   poverty.  However, such indigenous type of cultural activities as part of education have not been recognized and put into priority in the government’s curriculum. This is an example of a missing link of such cultural heritage in our curriculum. Therefore, I propose here to explain a typical Binayo Movie thematically having indignity in its content suitable for inclusion in national curriculum. This Movie is a key to establish the Mundum and Suptulung identity within this community contributing to indigenous identity for the future generations. Thus, this article explores some significant aspects of Mundumic cultural education which helps conserve indigenous knowledge on the one hand, and on the other, reduce poverty through indigenous skills of food production and security.

The major educational policies, models and ideas that have influenced Botswana’s education system

2018 ◽  
Vol 17 (3) ◽  
pp. 370-382 ◽  
Author(s):  
Mompoloki Mmangaka Bagwasi
Keyword(s):  
Education System ◽  
Educational Policies ◽  
Education Systems ◽  
Colonial Era ◽  
Western Education ◽  
Educational Thinking

Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

Constitutional Provision in Protecting and Managing Indigenous Knowledge Systems

2022 ◽  
pp. 186-206
Author(s):  
Jahid Siraz Chowdhury ◽  
Haris Abd Wahab ◽  
Mohd Rashid Mohd Saad ◽  
Mashitah Hamidi ◽  
Parimal K. Roy ◽  
...  
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
Knowledge Systems ◽  
Historical Ontology ◽  
Colonial Legacy ◽  
Interface Theory ◽  
Indigenous Knowledge Systems ◽  
The World ◽  
Cultural Interface

Methodologically, this study aligns with the analytical philosophy and the indigenous standpoint and cultural interface theory. This study found that the education system itself is contaminated with colonial legacy and historical ontology of ‘State'. The recommendations are the participation of indigenous people in deciding their education and making curricula. Although the location of this study is remote and rural, this phenomenon occurs in many countries. Therefore, this research would contribute to efforts in this regard over the world to merge humanity.

scholarly journals Safety Mapping: An Indigenist Approach to Action Research

2021 ◽  
Vol 21 (3) ◽  
pp. 52-71
Author(s):  
Chay Brown
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Indigenous Knowledge ◽  
Participatory Action Research ◽  
Indigenous People ◽  
Participatory Research ◽  
Aboriginal People ◽  
Participatory Action ◽  
Safety Features ◽  
Retained Ownership

Aboriginal people in Alice Springs mapped the safe places in their Town Camps. This participatory research led to the implementation of safety features. Safety mapping was developed in response to deficit-based research which pathologized Aboriginal people in Alice Springs. Safety mapping was conducted with Aboriginal people in Town Camps to identify safe places and improve safety. A strengths-based approach showed that problems and their solutions are known, and there are considerable safety assets within Town Camps. The safety mapping centred the voices and experiences of Aboriginal people to produce research that was of benefit to Town Campers, over which Indigenous people retained ownership. This paper highlights that an Indigenist approach to participatory action research is strengthened by Indigenous knowledge in driving social justice.

Crucial Role of Indigenous Knowledge in Formal Education Systems

2017 ◽  
pp. 60-79 ◽  
Author(s):  
Claudia Koehler
Keyword(s):  
Indigenous Knowledge ◽  
Crucial Role ◽  
Formal Education ◽  
Learning Experiences ◽  
The Body ◽  
Cultural Environment ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Majority Population

The chapter emphasises the important role of indigenous knowledge (IK) in formal education systems. If formal education does not take appropriate account of IK, learners will not be able to connect their learning experiences with their social and cultural environment. This impacts negatively on their ability to apply education for the construction of their life pathways. The chapter argues that in different countries, formal education has been shaped and dominated either by the majority population or by a ruling group and as a result is based on the respective groups' epistemologies and ontologies as well as their language. This has led to a separation of IK from the type of knowledge mediated through formal education. The consequences of this separation and the resulting argument for the significance of a strong integration of IK into the body of knowledge mediated through formal education as a prerequisite for relevance and usefulness of education is discussed on the level of the student and on the level of development.

PENDIDIKAN ISLAM DALAM SISTEM PENDIDIKAN NASIONAL

2017 ◽  
Vol 4 (2) ◽  
pp. 127-146
Author(s):  
Syafri Rizka Martabe Nasution
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Education System ◽  
Formal Education ◽  
Subsequent Development ◽  
Boarding School ◽  
Western Education ◽  
Colonial Government ◽  
Dutch Colonial

Regarding religious education itself (Islam) basically quite enliven the Indonesian people, especially when viewed from a historical dimension, before the Dutch colonial government introduced Western education system is secular, it is known that the boarding school is the only formal education institutions in Indonesia, and it lasted for centuries. That's why the trip and the subsequent development of religious education can not be separated from the life of the Indonesian nation is predominantly Muslim, although in its operations always have ups and downs with all its dynamics. But it is clear the religious education or compulsory basic subjects of education that taught from elementary schools to the universities.

scholarly journals Integrating African Indigenous Knowledge in Kenya’s Formal Education System: The Potential for Sustainable Development

2008 ◽  
Vol 2 (2) ◽  
Author(s):  
Jenipher Owuor
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Education System ◽  
School System ◽  
Formal Education ◽  
Sub Saharan Africa ◽  
Teacher Education Programs ◽  
Sub Saharan ◽  
Western Perspective

The current paradigm shift toward promoting education for sustainable development gravitates toward alternative approaches to school curricula in Sub-Saharan Africa. It is argued that solutions to problems that currently plague the continent and with reference to the Kenyan context must proceed from understanding of local capacities such as the role of indigenous knowledge in promoting sustainable development. This can be achieved by integrating indigenous knowledge into the formal education system to address some of the knowledge deficiencies for development that is currently formulated from the western perspective. This approach challenges the dominance of western knowledge in Kenya’s school system that makes education disembodied from context. The purpose of this paper is to explore the meaning of indigenous knowledge, provide rationale for valuing indigenous knowledge in formal school system, examine the government’s efforts to indigenise curricula, and dilemmas to integrating indigenous knowledge in formal education with implications to teacher education programs.

scholarly journals Teacher Training and Skill Enhancement in India using Innovative Techniques

2020 ◽  
Vol 9 (4S) ◽  
pp. 71-76
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Formal Education ◽  
Skill Development ◽  
Quality Education ◽  
Education Systems ◽  
Indian Government ◽  
Daunting Task ◽  
Skill Enhancement ◽  
Design Skills

In the present workforce, it is observed that most people are either unskilled or they find their jobs to be redundant or changing so rapidly that their skills become irrelevant. Earlier research suggests that the present-day education system is marksoriented, based mostly on rote learning, and does not train people with the skill sets required by the industry, thus creating a skill gap. Prior research points out that academicians and industry should work together to bridge this gap. In India, various initiatives have been undertaken by the Indian government, like "ITI Finishing Schools" which are implemented with the help of the Confederation of Indian Industry,or initiatives like "Skill India" and "Startup India", which focus on skill development. Quality education and training are the strategic necessities that can deliver employment skills. As a part of skill enhancement, an employee should not only plan for the skills required for the automated world, but also acquire those that go beyond technical competence. Researchers observed that generic skills like creativity, innovation, imagination, decision making, analytical skills, and design skills will take up the priority spots on the employer's agenda. These skills have to be encouraged in the coming years and should be included in the course of formal education. To handle this daunting task, teachers have to anticipate and plan their activities, which would enhance their students' creativity. This asks for the skill development of teachers in the form of on-the-job training while performing regular teaching duties, which is a lifelong learning process. It has been observed that the children educated through Finnish education system have been doing consistently well. Their skill anticipation and teacher training programs have been yielding good results. So, would it be possible to adapt their model to train teachers in India? If so, then how effectively? What changes need to be incorporated for implementing the same in Indian conditions? This research paper attempts to do a comparative study of education systems prevalent in Finland and India, with emphasis on teacher training and skill enhancement. In the process, also find ways for sustained development of prominent stake holders in education.The paper is based on analogies between Finnish education systems and Indian initiative towards quality education in the form of Draft National Education Policy 2019. The paper outlines the comparisons and possible changes in the Indian education system, based on the review of various literature available today.The conclusion is that, though Finnish education system cannot be adapted as it is in the Indian scenario but can definitely be implemented in certain areas which have been mentioned in the recommendations.

Indian Education System in the 21st Century

2013 ◽  
pp. 176-192
Author(s):  
Rabindra Ku Jena ◽  
Amruta Gahlod
Keyword(s):  
Distance Education ◽  
Education System ◽  
Formal Education ◽  
State Level ◽  
Developed Countries ◽  
Vital Role ◽  
Senior Management ◽  
Indian Education ◽  
Education Systems ◽  
Central Level

Education plays a vital role in developing a nation culturally, economically, and socially. That is why every nation focuses on this sector. For its improvement, all endeavors are made through formal education, non-formal, and distance education. The trend of education, particularly distance education, has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of education. This chapter introduces Indian Ancient Education System and structure of Indian Education System, and argues on distribution of schools throughout all categories of middle management, senior management, from state level to central level. The chapter focuses on all forms of education systems and ICT in school education systems with accreditation systems supported to nurture the Indian education system globally.

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