Indigenous Knowledges and the Story of the Bean

Abstract

In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems,the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems. Through the "story of the bean," in which an Indigenous student teacher reconceptualizes a science lesson from a more holistic perspective,the authors illustrate the wealth of understanding and insight that Indigenous teachers bring to the education of Indigenous students, and they depict the possibilities for pre-service teaching programs in which university staff honor the inherent value of Indigenous perspectives.

Home-Going as a Strategy for Success Among Haudenosaunee College and University Students

“…Guillory, 2008;HeavyRunner & Marshall, 2003;Lindley, 2009;Shotton, 2008 (Lyons, 2000). (Brayboy & Maughan, 2009). "While Western science and education tend to emphasize compartmentalized knowledge which is often decontextualized and taught in the detached setting of a classroom or laboratory, Native people have traditionally acquired their knowledge through direct experience in the natural environment" (Kawagley & Barnhardt, 1999, p. 118).…”

Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students

“…Another nepantlera with whom I have gained depth of understanding is Dr. Emma Maughan, whose work is broad and inclusive (Brayboy & Maughan, 2009); she is a colleague at Utah State who is also devoutly LDS. She has shared how the LDS students are used to the experience of "derision" from their predominantly non-LDS faculty members and how it would be refreshing for them to experience appreciation instead.…”

Using a Graphic Novel Project to Engage Indigenous Youth in Critical Literacies

“…In this study, we have applied a sociocultural framework (Gee, 1992;Vygotsky, 1989), emphasizing both collaborative work and the culture of Indigenous ways of learning and knowing (Battiste, 2013;Brayboy & Maughan, 2009). In particular, Indigenous ways of learning and knowing include knowledge as rooted in location and experience (Barnhardt & Kawagley, 2005;Battiste, 2013;2002;Brayboy & Maughan, 2009;Hare, 2012).…”

“…In particular, Indigenous ways of learning and knowing include knowledge as rooted in location and experience (Barnhardt & Kawagley, 2005;Battiste, 2013;2002;Brayboy & Maughan, 2009;Hare, 2012). A sociocultural framework identifies literacy learning and practices as socially constructed through collaboration and experiences, and embedded in cultural, political and historical contexts.…”

“…IK systems and lifeworlds connect to sociocultural theory in that Indigenous learning and ways of knowing are connected to place, embedded in language, stories, and experiences, and tied to the community (Barnhardt & Kawagley, 2005;Battiste, 2013;2002;Brayboy & Maughan, 2009). Scholars working in the field of IK and ways of learning (Barnhardt & Kawagley, 2005;Brayboy & Maughan, 2009;Battiste, 2002;Kanu, 2011) have identified distinct features of Indigenous ways of learning: learning as holistic (mental, physical, emotional, spiritual), learning as a lifelong process, and learning as experiential (observing and doing) and authentic.…”