Education, Indigenous Knowledges, and Development in the Global South

Breidlid, Anders

doi:10.4324/9780203097922

Cited by 101 publications

(66 citation statements)

References 37 publications

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“…Odora Hoppers, in A. Breidlid [21] also questions the demarcation between the Western, so-called modern, and Indigenous knowledge systems. Quality education enables the learners to develop their potential, not considering age group or type of education, but rather enhance diversity to meet the needs of the individual learner.…”

Section: Quality and Relevancementioning

confidence: 99%

“…Breidlid [21] argues that the strategy of ESD on sustainability is located within a Western epistemological paradigm, and he suggests that the UN organizations instead should start exploring how other knowledge systems can address issues of sustainable development in a more holistic way. Moreover, UNECA underscores that ESD happens not only through formal learning and teaching but through facilitation and support of non-formal educators operating in an informal and social context.…”

Section: Sustainable Developmentmentioning

confidence: 99%

“…Schools are not flexible enough to accommodate such schedules, leading to low school attendance during these periods [10]. Moreover, the content is dominated by Western knowledge, alienating the learners situated in environments adhering to local IKS [21,26].…”

Section: Schooling and Forms Of Educationmentioning

confidence: 99%

See 2 more Smart Citations

Rethinking Education for All

Carm

2013

Sustainability

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Abstract:The rational for this paper is contextualized within a broader national and international agenda of reaching Education for All (EFA), knowledge transformation and production with an overall focus on Education for Sustainable Development (ESD). Whose education and whose development is at issue? The purpose of this paper is to reconceptualize EFA in a broader developmental context. Definitions of formal-, nonformal and informal education are applied in order to analyze the epistemological perspectives underlying the educational achievements more than two decades after Jomtien in 1990. Concepts of contextualized expansive education and object-oriented learning will be used to reveal the systemic causes of the challenges the individual actors experience in their daily learning activities. Two case studies further illustrate how a broad stakeholder involvement through collective design and implementation created innovation and educational transformation that contributed to relevant and sustained learning/knowledge and development at an individual and community level. The paper argues that in the current sociocultural context, responses to EFA need to be based on a comprehensive national education strategy, situated in the local context. By creating space for educational innovation, through interaction and negotiation, the confluence of the epistemological lenses characterizing formal, non-formal, and informal learning could ultimately be a strategy to adequately respond to the diversified learning needs of the population and sustainable developmental of the country. One expected outcome of the paper is a contribution to the future strategies of EFA beyond 2015, built on the urgent requirements for inter-professional partnership and collaboration through a multidimensional approach to education and learning.

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Section: Quality and Relevancementioning

confidence: 99%

Section: Sustainable Developmentmentioning

confidence: 99%

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Rethinking Education for All

Carm

2013

Sustainability

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“…As a result, the intervention is significantly guided by perspectives such as those expressed by Breidlid (2013), which challenge dominating epistemological traditions, although these are more implicitly, as opposed to explicitly pursued. This agenda of challenging dominant and dominating traditions can be evidenced in the promotion of relational processes of knowledge making and teacher professional engagement espoused by the research.…”

Section: Research Questionsmentioning

confidence: 99%

Changing educational traditions with the change laboratory

Botha¹

2017

Educ. as change

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This paper outlines the use of a form of research intervention known as the Change laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a culturalhistorical activity theory (CHAT) perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school. referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity. These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change laboratory. A relational conceptualisation of the school's epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school. In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management. Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves.

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“…In this context, sustainability is defined as development that provides not only present but also future growth to a low-resource society [6,7]. Another trend differentiated by their sustainability is a community network movement that has evolved as a mosaic of systems that defends the basic human right to Internet access.…”

Section: Introductionmentioning

confidence: 99%

A Decision Framework for Choosing Telecommunication Technologies in Limited-Resource Settings

Brown

Mickelson

2018

Future Internet

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Abstract:Remote areas with sparse population, disaster areas in the aftermath, and refugee camps all require communication that is not forthcoming from commercial vendors. Numerous communication system options are available, but with widely varying cost and efficacy. The goal of this work is to discuss a framework in which to consider appropriate telecommunications technology. The framework approaches sustainable development as a business, under the assumption that social/technical/environmental sustainability requires economic sustainability. The framework incorporates well known and accepted business canvas as a roadmap. Information and Communication Technology (ICT) interventions are then considered in terms of their value proposition, markets, and perhaps most important for the realm of sustainable development, the key partners. To illustrate how the framework applies, we consider three case studies and then apply the resultant principles to the consideration of these ICT projects. The case studies are chosen for their diversity. Furthermore, after verifying the decision framework, recommendations are made for three ongoing intervention projects in limited-resource settings.

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Education, Indigenous Knowledges, and Development in the Global South

Cited by 101 publications

References 37 publications

Rethinking Education for All

Rethinking Education for All

Changing educational traditions with the change laboratory

A Decision Framework for Choosing Telecommunication Technologies in Limited-Resource Settings

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