Indigenous Knowledges in Education: Complexities,
                    Dangers, and Profound Benefits

Kincheloe, Joe L.; Steinberg, Shirley R.

doi:10.4135/9781483385686.n7

Cited by 153 publications

(105 citation statements)

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“…We note that the organizations examine here do, to an extent, engage with these goals and values in various ways, but that there are more opportunities to ensure that SDP is better informed by Indigenous knowledge and pedagogies (Grande, 2008;Kincheloe & Steinberg, 2008) in order to take better account of the Indigenous identities of the young people they target.…”

Section: Introductionmentioning

confidence: 99%

“…To argue this position, we draw on the concepts of biopedagogies (Author 3, 2009), neoliberalism (Harvey, 2005) and Indigenous pedagogies and knowledge (Kincheloe & Steinberg, 2008) to better understand the key tensions underlying the logic of SDP interventions that aim to 'teach' Indigenous young women in Canada and Australia how to become apparently healthier, employable and successful citizens. Our study is guided by two key research questions: 1) Can urban young Indigenous women in Canada and Australia engage with the grammar of biopedagogies of neoliberalism deployed vis-à-vis SDP programs without replicating its effects; and 2) how might SDP programs that focus on Indigenous peoples be informed by Indigenous knowledges and pedagogies?…”

Section: Introductionmentioning

confidence: 99%

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Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia

Hayhurst

Giles

Wright

2016

Sport, Education and Society

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This paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neoliberalism by deploying biopedagogies of neoliberalism to 'teach' Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, postsecondary education and healthy active living. These forms of 'success' fall within neoliberal logic, where the focus is on the individual being able to provide for oneself. However, the girls and young women we interviewed argued that their participation in the SDP programs would help them change racist and sexist stereotypes about their communities and thereby challenged negative stereotypes. Thus, it is possible that these programs, despite their predominant use of neoliberal logic and biopedagogies, may help to prepare the participants to more successfully negotiate Eurocentric institutions, and through this assist them participants in contributing to social change. Nevertheless, based on our findings, we argue that SDP programs led by Indigenous peoples that are fundamentally shaped by Indigenous voices, epistemologies, concerns and standpoints would provide better opportunities to shake SDP's current biopedagogical foundation. We conclude by suggesting that a more radical approach to SDP, one that fosters Indigenous self-determination and attempts to disrupt dominant relations of power, could have difficulty in attracting the sort of corporate donors who currently play such important roles in the current SDP landscape. AbstractThis paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neo-liberalism by deploying biopedagogies of neo-liberalism to 'teach' Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, post-secondary education, and healthy active living. These forms of 'success' fall within neoliberal logic, where the focus is on the individual bein...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia

Hayhurst

Giles

Wright

2016

Sport, Education and Society

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“…In line with academic and activist conversations in the Americas on counter-hegemonic education (Grande, San Pedro, & Windchief, 2015), Indigenous educational autonomy (Lomawaima & McCarty, 2002;Rendoń Monzoń, 2011) and epistemological variation in schooling (Castagno & Brayboy, 2008;Kincheloe & Steinberg, 2008), we argue that the work of Intercultural Bilingual Educators ought to be considered in both a global and local sense, so as to not sever local action from broader movements of power and agency extending beyond colonial borders which divide Indigenous peoples. In the Americas, Indigenous self-determination predates colonial occupation, and should be considered as an ongoing struggle, both in and outside of schools.…”

Section: Discussionmentioning

confidence: 57%

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

Anthony‐Stevens

Grino

2018

AMAE Journal

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This study examines the experiences of Indigenous Mexican educators following their participation in a transborder professional development initiative aimed at strengthening Indigenous Mexican education. Using qualitative and ethnographic methodologies, this article is guided by the following research questions: How do former participants in Transformación Docente, a U.S.-based and funded professional development program, conceptualize and enact culturally sustaining and revitalizing pedagogy in their practice? And how have their perceptions of pedagogy been impacted by their participation in Transformatión Docente? The findings challenge the hegemony of development agendas through multi-sited critique of top-down InterculturalBilingual Education policy and analyze on-the-ground enactments of Indigenous education. Findings reveal transborder professional development supported opportunities for Indigenous educators to: 1) legitimize Indigenous identities, 2) further Indigenous language agendas, and 3) rethink inclusion and relationality in teaching. This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces. The study's implications further discussions of Indigenous survivance, and demonstrate the significance of transborder Indigenous dialogues to advance Indigenous struggles for selfdetermination.

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“…Kinchloe and Steinberg (2008) suggest that the concept of multilogicality is central to non-Indigenous people's understanding of Indigenous knowledges. Mulitlogicality can be described as a critical complex concept that focuses on transcending reductionism by gaining access to a wide diversity of perspectives when involved with research, knowledge work, and pedagogy (Kincheloe, 2008).…”

Section: Science Education and Indigenous Knowledgesmentioning

confidence: 99%

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

Baynes

2015

AJIE

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With the introduction of the Australian National Curriculum containing the Aboriginal and Torres Strait Islander Histories and Cultures Cross-CurriculumPriority (CCP) and Intercultural Understanding General Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions, and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

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Indigenous Knowledges in Education: Complexities, Dangers, and Profound Benefits

Cited by 153 publications

References 0 publications

Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia

Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

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