Indigenous systems of knowledge and transformative learning practices turning the gaze upside down

Overview

• Title: Indigenous systems of knowledge and transformative learning practices: turning the gaze upside down

• Author: Erica Neeganagwedgin

• Published in: Diaspora, Indigenous, and Minority Education, Volume 14, Issue 1, 2020.

• Key Themes: Indigenous knowledge transmission, roles of Elders, transformative learning practices, challenges faced by Indigenous education.

Indigenous Elders and Knowledge Holders

• Indigenous Elders have been central to education and knowledge transfer across cultures.

• Their roles have diminished due to the impacts of colonialism.

• The paper advocates for recognizing Elders' importance in both formal and informal contexts, contributing to Indigenous epistemologies.

• Highlights how engagement with Elders can reshape education for Indigenous youth, promoting wellness as they navigate the schooling system.

Purpose of the Paper

• To explore Indigenous Knowledge Holders' perspectives on integrating Indigenous epistemologies into formal education.

• To provide critical insights from Elders about their educational experiences and the significance of Indigenous approaches in contemporary schools.

Research Context

• Education for Indigenous people varies as widely as their cultures.

• Transmission of knowledge is primarily through Elders, who draw from lived experiences to teach the next generation.

• Intergenerational relationships and storytelling are foundational methods of knowledge transfer, which support cultural continuity.

Literature Review

• Discusses existing research that highlights the diversity and uniqueness of Indigenous educational practices.

• Emphasizes Elders as critical knowledge holders within Indigenous communities.

• Recognizes the impact of colonization on Indigenous education and outlines the psychological and cultural challenges it brings.

• Cites studies that illustrate the effects of violence experienced by Indigenous children and how these historical traumas affect contemporary education.

Theoretical Framework

• Utilizes Indigenous memory as a frame to understand the lived experiences of Knowledge Holders.

• Memory fomented via oral traditions is key in Indigenous cultures, offering insights into their worldview and experiences.

Research Methodology

• Engaged in reflexive dialogue with three Elders from different Indigenous backgrounds, focusing on their experiences with education.

• Followed cultural protocols in approaching Elders, including spiritual practices like offering tobacco to express gratitude.

• Recorded conversations to gather narratives around education and the learning process.

• Focused on three main themes that emerged during conversations:

  1. Feelings of being targeted in the educational system.

  2. Recognition of Indigenous self-determination through Indigenous forms of education.

  3. Language as a tool for governance and wellness.

Key Themes Identified

Theme 1: Being Targeted

• Elders expressed that Indigenous peoples often feel marginalized and targeted within educational settings.

• The legacy of the residential school system has left deep scars, impacting perceptions of education and identity.

• There are systemic barriers to accessing culturally relevant education and a need for frameworks that honor Indigenous identities.

Theme 2: Indigenous Models of Education

• Elders advocate for self-determined educational systems that respect Indigenous cultural practices.

• Suggests integrating ceremonial practices within education, such as rites of passage and culturally affirming knowledge.

• Critiques reliance on Western educational models, advocating for an inclusion of Indigenous perspectives and knowledge bases in schools.

Theme 3: Indigenous Languages and Wellness

• Highlights the critical role of language in sustaining Indigenous identity, culture, and governance.

• Advocates for policies that promote Indigenous languages in schools, rejecting oppression of Indigenous linguistic heritage.

• Calls for systemic changes to ensure funding and support for Indigenous language programs.

Discussion and Analysis

• Explores the intergenerational aftermath of colonial practices on Indigenous education.

• As Indigenous peoples work to reclaim their stories and knowledge systems, Elders' perspectives serve as a guide for educational practices.

• Indigenous peoples demonstrate resilience and agency in asserting their rights to education and knowledge.

Conclusion

• The Elders’ perspectives underscore the necessity of Indigenous knowledge and ways of learning in educational settings, advocating for systemic reforms to accommodate these practices.

• Researchers and educators are called to collaborate with Indigenous communities, centering their knowledge and practices in educational frameworks.

Acknowledgments

• Special thanks to the Elders and Knowledge Holders for their contributions to the research.

Author Bio

• Erica Neeganagwedgin is an Assistant Professor at Western University, specializing in Indigenous intellectual systems, educational policies, and research methodologies.