scholarly journals Decolonizing Aboriginal Education in the 21st Century

2013 ◽  
Vol 48 (2) ◽  
pp. 317-337 ◽  
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 ◽  
Indigenous Ways Of Knowing ◽  
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.

scholarly journals Past as Prophecy: Indigenous Diplomacies beyond Liberal Settler Regimes of Recognition, as Told in Shell

Religions ◽  
2019 ◽  
Vol 10 (9) ◽  
pp. 510
Author(s):  
Lee Bloch
Keyword(s):  
Ways Of Knowing ◽  
Community Members ◽  
Us South ◽  
State Recognition ◽  
Temporal Differences ◽  
Indigenous Knowledges ◽  
The Us ◽  
History Of ◽  
Indigenous Ways Of Knowing

According to a prophecy told in a small, Muskogee-identified community in the US South, the seeds of Indigenous ways of knowing and relating to more-than-human kin will once again flourish in the ruins of colonial orders. Even settlers will be forced to turn to Indigenous knowledges because “they have destroyed everything else”. Following this visionary history-future, this article asks how Indigenous diplomacies and temporalities animate resurgent possibilities for making life within the fractures (and apocalyptic ruins) of settler states. This demands a rethinking of the global and the international from the perspective of deep Indigenous histories. I draw on research visiting ancestral landscapes with community members, discussing a trip to an ancient shell mound and a contemporary cemetery in which shells are laid atop grave plots. These stories evoke a long-term history of shifting and multivalient shell use across religious and temporal differences. They speak to practices of acknowledgement that exceed liberal settler regimes of state recognition and extend from much older diplomatic practices.

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.

scholarly journals Aboriginal Adolescents, Critical Media Health Literacy, and the Creation of a Graphic Novel Health Education Tool

in education ◽  
2014 ◽  
Vol 19 (2) ◽  
Author(s):  
Robin M. Wilmot ◽  
Deborah L. Begoray ◽  
Elizabeth M. Banister
Keyword(s):  
Health Literacy ◽  
Health Education ◽  
Ways Of Knowing ◽  
The Other ◽  
Graphic Novel ◽  
Aboriginal Education ◽  
Knowledge Mobilization ◽  
Sensitive Material ◽  
Aboriginal Students ◽  
Critical Media

As Coyote tossed his eyes the next time, the ravens swooped, swift as arrows from a strong bow. One of them snatched one eye and the other raven caught the other eye."Quoh! Quoh! Quoh'," they laughed, and flew away to the Sun-dance camp. (Quintasket, 1933)The knowledge mobilization project involving Aboriginal students described in this article is an extension of a multi-phase, longitudinal, interdisciplinary research project aimed at understanding the processes through which adolescents develop critical media health literacy (CMHL) (Wharf Higgins & Begoray, 2012; Wharf Higgins, Begoray, Beer, Harrison, & Collins, 2012). The primary purpose of this project was to create a culturally relevant CMHL health education graphic novel. An additional purpose was to develop pedagogical approaches to be used to stimulate discussion around media-perpetuated health messages with Aboriginal adolescents: Like Coyote, they too have had their eyes snatched. In brief, we collaborated with Aboriginal students to create culturally sensitive material representative of their identities as media-affected adolescents in the 21st century. In turn, the dialogic process utilized during our project appeared to be a viable pedagogical approach when working with CMHL and Aboriginal adolescents, a supposition that will be the subject of our further research in the fall of 2013. Throughout the project, the authors, all of whom are non-Indigenous, were guided in their use of Indigenous ways of knowing by the Aboriginal education community.Keywords: Aboriginal adolescent health; health education; critical media health literacy; graphic novels as health education toolsAuthor Note:The authors gratefully acknowledges the financial support of the Canadian Institues of Health Research (CIHR 293119) in the funding of this project.

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.  

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

2020 ◽  
Vol 5 (2) ◽  
pp. 88-95 ◽  
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 ◽  
Indigenous Ways Of Knowing

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.

Juvenile Fiction

2018 ◽  
Author(s):  
Mavis Reimer ◽  
Clare Bradford ◽  
Heather Snell
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
British Literature ◽  
Ways Of Knowing ◽  
Indigenous Ways Of Knowing ◽  
Juvenile Fiction

This chapter focuses on the juvenile fiction of the British settler colonies to 1950, and considers how writers both take up forms familiar to them from British literature and revise these forms in the attempt to account for the specific geography, politics, and cultures of their places. It is during this time that the heroics associated with building the empire had taken hold of British cultural and literary imaginations. Repeatedly, the juvenile fiction of settler colonies returns to the question of the relations between settlers and Indigenous inhabitants—sometimes respecting the power of Indigenous knowledge and traditions; often expressing the conviction of natural British superiority to Indigenous ways of knowing and living; always revealing, whether overtly or covertly, the haunting of the stories of settler cultures by the displacement of Indigenous peoples on whose land those cultures are founded.

What Trainee Teachers and Teachers Should Know About Aboriginal Children.

1979 ◽  
Vol 7 (5) ◽  
pp. 29-32
Author(s):  
Keyword(s):  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
First Year ◽  
First Year Teachers ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
South Wales ◽  
Aboriginal Children ◽  
Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

scholarly journals If We Show Them Will They Come? Attitudes of Native American Youth Towards Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 99-105
Author(s):  
Emmerentine Oliphant ◽  
Sharon B. Templeman
Keyword(s):  
Native American ◽  
Health Research ◽  
Indigenous Health ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Native Community ◽  
Research Methodologies ◽  
General Validity ◽  
Native Canadian ◽  
Indigenous Ways Of Knowing

Indigenous health research should reflect the needs and benefits of the participants and their community as well as academic and practitioner interests. The research relationship can be viewed as co-constructed by researchers, participants, and communities, but this nature often goes unrecognized because it is confined by the limits of Western epistemology. Dominant Western knowledge systems assume an objective reality or truth that does not support multiple or subjective realities, especially knowledge in which culture or context is important, such as in Indigenous ways of knowing. Alternatives and critiques of the current academic system of research could come from Native conceptualizations and philosophies, such as Indigenous ways of knowing and Indigenous protocols, which are increasingly becoming more prominent both Native and non-Native societies. This paper contains a narrative account by an Indigenous researcher of her personal experience of the significant events of her doctoral research, which examined the narratives of Native Canadian counselors’ understanding of traditional and contemporary mental health and healing. As a result of this narrative, it is understood that research with Indigenous communities requires a different paradigm than has been historically offered by academic researchers. Research methodologies employed in Native contexts must come from Indigenous values and philosophies for a number of important reasons and with consequences that impact both the practice of research itself and the general validity of research results. In conclusion, Indigenous ways of knowing can form a new basis for understanding contemporary health research with Indigenous peoples and contribute to the evolution of Indigenous academics and research methodologies in both Western academic and Native community contexts.

Sign in / Sign up

Export Citation Format

Share Document