scholarly journals Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms

2017 ◽  
Vol 47 (3) ◽  
pp. 16-33 ◽  
Author(s):  
Dustin William Louie ◽  
Yvonne Poitras-Pratt ◽  
Aubrey Jean Hanson ◽  
Jacqueline Ottmann
Keyword(s):  
Ways Of Knowing ◽  
Indigenous Students ◽  
Leading Role ◽  
Decolonizing Methodologies ◽  
Institutions Of Higher Learning ◽  
Ongoing Work ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
Faculties Of Education ◽  
University Classrooms

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.

scholarly journals Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms

2017 ◽  
Vol 47 (3) ◽  
pp. 16-33 ◽  
Author(s):  
Dustin William Louie ◽  
Yvonne Poitras-Pratt ◽  
Aubrey Jean Hanson ◽  
Jacqueline Ottmann
Keyword(s):  
Ways Of Knowing ◽  
Indigenous Students ◽  
Leading Role ◽  
Decolonizing Methodologies ◽  
Institutions Of Higher Learning ◽  
Ongoing Work ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
Faculties Of Education ◽  
University Classrooms

This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.  

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 Fear of an other geography

2020 ◽  
Vol 10 (1) ◽  
pp. 34-36 ◽  
Author(s):  
LaToya Eaves
Keyword(s):  
Power Relations ◽  
White Supremacy ◽  
Ways Of Knowing ◽  
The Body ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
The Creation ◽  
Black Geographies ◽  
Do So

Geography has failed to accommodate ‘indigenous ways of knowing’. To do so requires transforming and shifting power relations to account for the landscapes of white supremacy and imperialist practices that shape epistemological, pedagogical, and departmental climates. This commentary responds to Oswin’s call for mobilizing and building ‘an other geography’ by nodding toward the creation of the Black Geographies Specialty Group. In particular, it interweaves autoethnographic reflections on the body and provocations about the history of the discipline to illustrate another perspective on Oswin’s frustrations with stagnant, contained geographic practice.

scholarly journals Dimensions of Epistemology and the Case for Africa’s Indigenous Ways of Knowing

2015 ◽  
Vol 7 (1) ◽  
pp. 1-16
Author(s):  
Amaechi Udefi
Keyword(s):  
Large Scale ◽  
Academic Discipline ◽  
Ways Of Knowing ◽  
Philosophical Work ◽  
Philosophical Practice ◽  
Intellectual Community ◽  
Large Scale Problems ◽  
History Of ◽  
Indigenous Ways Of Knowing ◽  
Modes Of Thought

philosophical practice has taken a new turn since it survived the large scale problems and debates which characterized its early beginnings in an African environment and intellectual community. The metaphilosophical issues then concerned about its status, relevance and methodology appropriate or usable for doing it. Although the issues that troubled African philosophers then may have subsided, yet some of them have and are still expressing reservations on the possibility of having Africa‟s indigenous ways of knowing, just as they deny the possibility of „African physics‟ or „African arithmetic‟. Paulin Hountondji, a leading African philosopher, is reputed for denying African traditional thought as philosophy, which he prefers to type as ethnophilosophy, simply because it thrives on orality and other ethnographical materials like proverbs, parables, folklores, fables, songs etc. For him, the piece, at best can qualify as ethnographical or anthropological monographs as opposed to philosophical work which relies on written texts and documentation on the basis of which “theoretical knowledge and significant intellectual exchange and innovation can” be achieved in Africa. Hountondji‟s position is, to say the least, exclusionist, since it denies and debars African modes of thought and heritage a position in the on-going philosophical conversation or discourse. The paper shares Hountondji‟s vision of adoption of an attitude of critical, scientific and skeptical orientation in African societies. However, it rejects the views of Hountondji and other scholars who deny African intellectual and cognitive systems and argues that their position rests on one sided conception or dimension of epistemology. The other intention of the paper is to show that philosophical practice is as old as the history of mankind in Africa, though Hountondj has expressed the view that philosophy as an academic discipline started in African Universities only in the 1960’s and 1970’s.

scholarly journals Indigenising the Griffith School of Environment Curriculum: Where to From Here?

2013 ◽  
Vol 42 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Catherine Howlett ◽  
Jo-Anne Ferreira ◽  
Monica Seini ◽  
Christopher Matthews
Keyword(s):  
Professional Development ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Indigenous Students ◽  
Indigenous Ways Of Knowing

This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge systems may impose on Indigenous ways of knowing and knowledge systems. The article also acknowledges the need for professional development opportunities for staff prior to any attempts towards Indigenisation of the curriculum.

From Propaganda to Scholarship: Dr Joseph Schechtman and the Origins of Israeli Polemics on the Palestinian Refugees

2004 ◽  
Vol 2 (2) ◽  
pp. 188-197 ◽  
Author(s):  
Nur Masalha
Keyword(s):  
Right Wing ◽  
Population Transfer ◽  
Arab Population ◽  
Palestinian Refugees ◽  
Leading Role ◽  
Archival Documents ◽  
History Of ◽  
Arab States ◽  
Refugee Problem ◽  
Secret History

In 1948 an official ‘Transfer Committee’ was appointed by the Israeli Cabinet to plan the Palestinian refugees' resettlement in the Arab states. Apart from doing everything possible to reduce the Arab population in Israel, the Transfer Committee sought to amplify and consolidate the demographic transformation of Palestine by: preventing the Palestinian refugees from returning to their homes; the destruction of Arab villages; settlement of Jews in Arab villages and towns; and launching a propaganda campaign to discourage Arab return. One of the Transfer Committee's initiatives was to invite Dr Joseph Schechtman, a right-wing Zionist Revisionist leader and expert on ‘population transfer’, to join its efforts. In 1952 Schechtman published a propagandists work entitled The Arab Refugee Problem. Since then Schechtman would become the single most influential propagator of the Zionist myth of ‘voluntary’ exodus in 1948. This article examines the leading role played by Schechtman in promoting Israeli propaganda and politics of denial. Relying on newly-discovered Israeli archival documents, the article deals with little known and new aspects of the secret history of the post-1948 period.

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

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.

Some Thoughts on the Socratic Method

1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman
Keyword(s):  
Political Philosophy ◽  
Higher Learning ◽  
Political Scientist ◽  
Socratic Method ◽  
Teaching Techniques ◽  
Institutions Of Higher Learning ◽  
Question And Answer ◽  
History Of ◽  
Pedagogic Tool ◽  
The University

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.

An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs

2021 ◽  
pp. 084456212110161
Author(s):  
Nicholas Metheny ◽  
Claire Dion Fletcher
Keyword(s):  
Baccalaureate Nursing ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Cultural Safety ◽  
Indigenous Students ◽  
Safe Spaces ◽  
Environmental Scan ◽  
Truth And Reconciliation ◽  
Substantial Progress ◽  
Cultural Competency Education

Background The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. Purpose To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. Methods A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Results Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. Conclusions This represents the first attempt to systematically catalog nursing and midwifery programs’ response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

Sign in / Sign up

Export Citation Format

Share Document