Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-24T05:01:54.342Z Has data issue: false hasContentIssue false
  • English
  • Français

Indigenous Knowledge Studies and the Next Generation: Pedagogical Possibilites for Anti-Colonial Education

Published online by Cambridge University Press:  22 July 2015

George J. Sefa Dei
George J. Sefa Dei*
Affiliation:
Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto, Ontario, M5S 1V6, Canada
Get access

Abstract

This paper raises issues pertaining to our collective responsibilities in nurturing the next generation of Indigenous scholars. It highlights aspects of current theorising of Indigenity, namely, the search for “epistemological equity” through reclamation of identity, knowledge and politics of embodiment; and discusses how knowledge about our own existence, realities and identities can help produce a form of knowing legitimate in its own right and able to contest other ways of knowing. The paper concludes with what I see as some of the pedagogical possibilities of anti-colonial education using the Indigenous framework.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 37 , supplement S1: Indigenous Studies - Indigenous Knowledge: Navigating the Interface , 2008 , pp. 5 - 13
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agrawal, A. (1995a). Dismantling the divide between Indigenous and Western knowledge. Development and Change, 26(3), 413–439.Google Scholar
Agrawal, A. (1995b). Indigenous and scientific knowledge: Some critical comments. Indigenous Knowledge and Development Monitor, 3(3), 3–5.Google Scholar
Asante, M. (1999). The painful demise of Eurocentrism: An Afrocentric response to critics. Trenton, NJ: Africa World Press.Google Scholar
Brokensha, D., Warren, D. & Werner, O. (Eds.). (1995). Indigenous knowledge systems and development. Boston, MA: University Press of America.Google Scholar
Chinweizu, W. (2007). Black colonialist: The root of the trouble in Nigeria. An Unpublished Interview Transcription from the Achebe Foundation by Paul Odidi, December 2006.Google Scholar
Dei, G. J. S., & Asgharzadeh, A. (2006). Indigenous knowledges and globalization: An African perspective. In. Abdi, A., Puplampu, K. & Dei, G. (Eds.), African education and globalization: Critical perspectives (pp. 53–78). Lanham, MD: Lexington Books.Google Scholar
Du Bois, W.E.B. (1947). The world and Africa. New York, NY: Viking Press.Google Scholar
Fals-Borda, O. (1981). Science and the common people. Journal of Social Studies, 11, 2–21.Google Scholar
Fals-Borda, O. (1991). Some basic ingredients. In Fals-Borda, O. & Rahman, M.A. (Eds.), Action and knowledge: Breaking the monopoly with participatory action-research (pp. 3–12). New York, NY: The Apex Press.CrossRefGoogle Scholar
Ginsburg, F. (1994). Embedded aesthetics: Creating discursive space for Indigenous media. Cultural Anthropology, 9(5), 365–382.Google Scholar
Karenga, M. (1999). Whiteness studies: Deceptive or welcome discourse? Black Issues in Higher Education, 16(6), 26–28.Google Scholar
Karenga, M. (2007). The flawed foundation of America: Jamestown and Herrenvolk democracy. Los Angeles Sentinel, February 22, A9.Google Scholar
Nakata, M. (2006, June). The cultural interface. Keynote address presented at the (Re)Contesting Indigenous Knowledge and Indigenous Studies Conference, Gold Coast, Queensland.Google Scholar
Nakata, M. (2007). The cultural interface. The Australian Journal of Indigenous Education, 36(S), 7–14.Google Scholar
Purcell, T. W. (1998). Indigenous knowledge and applied anthropology: Question of definition and direction. Human Organization, 57(3), 258–272.Google Scholar
Roberts, M. (1998). Indigenous knowledge and Western science: Perspectives from the Pacific. In Hodson, D. (Ed.), Science and technology education and ethnicity: An Aoteroa/New Zealand perspective (pp. 59–75). Wellington, NZ: The Royal Society of New Zealand.Google Scholar
Russell, L. (2005). Indigenous knowledge and the archives: Accessing hidden history and understandings. In Nakata, M. & Langton, M. (Eds.), Australian Indigenous knowledge and libraries (pp. 169–180). Kingston, ACT: Australian Academic & Research Libraries, Australian Library and Information Association.Google Scholar
Scheurich, J., & Young, M. (1999). Coloring epistemologies. Educational Researcher, 26(4), 16.Google Scholar
Verran, H. (2005). Knowledge traditions of Aboriginal Australians: Questions and answers arising in a databasing project. Darwin, NT: School of Australian Indigenous Knowledge Systems, Charles Darwin University. Retrieved 3 June, 2007, from http://www.cdu.ed.au/centres/ik/pdf/knowledgeanddatabasing.pdf.Google Scholar
Warren, D. M., Slikkerveer, L. J., & Brokensha, D. (Eds.) (1995). The cultural dimension of development: Indigenous knowledge systems. Exeter: Intermediate Technology Publications.Google Scholar