Practical Learning and Epistemological Border Crossings: Drawing on Indigenous Knowledge in Terms of Educational Practices

Veintie, Tuija

doi:10.1080/15595692.2013.827115

Cited by 13 publications

(1 citation statement)

References 27 publications

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“…In everyday learning, practical learning activities are considered to create opportunities for learning and student knowledge contributes to the success and achievement of the implementation of practicum learning (Veintie, 2013). In practical learning, what is called a practical procedure is needed as a design that contains general knowledge which can later be used as a basis when the teaching and learning process takes place (Török & Péni, 2020).…”

Section: Resultsmentioning

confidence: 99%

Science Teacher's Professionalism In Planning Practical Learning Activities

Lestari,

Surtikanti,

Rahman

2023

SLJIL

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Learning is a process of interaction between students and educators and learning resources in a learning environment. Teachers should always carry out self-development so that they always perform optimally in providing knowledge and being facilitators for students. The implications of teacher professional development relate to the quality of education. Professional development of teachers is very important to improve the quality of schools, the way teachers teach, and student achievement. Teachers participate in several types of professional development, including activities to improve knowledge, skills and attitudes. Practical learning is an activity that is closely related to teacher professionalism, carried out with the aim of getting the opportunity to test and apply theory using laboratory facilities/outside the laboratory. Practical learning is described as an activity that invites students' positive attitudes from the conditioning created by the teacher

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Section: Resultsmentioning

confidence: 99%

Science Teacher's Professionalism In Planning Practical Learning Activities

Lestari,

Surtikanti,

Rahman

2023

SLJIL

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Indigenous Knowledge Systems

Khupe

2020

Springer Texts in Education

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Public Education Policies and the Struggle of the Indigenous Movement for a Decolonial Interculturality

Minoia,

Tapia

2024

EADI Global Development Series

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This chapter presents some conceptual aspects related to the recognition of pluriversal knowledges existing in the country through public education policies. In Ecuador, an intercultural bilingual education programme (IBE) was negotiated between the government and indigenous movements, together with land restitution and recognition of Indigenous territories. In line with this programme, state curricula would be reformed through pedagogies of direct connection with land, ancestral knowledges, languages, cultures, and ways of life. The chapter presents the historical context for the creation and operation of IBE, and analyses the plans for its implemention. It illustrates various contradictions between governmental discourses that recognize the plurinational nature of the country—and hence the effort required to support the project of intercultural citizenship—and the reality of political practices that lack coherence, such as the institution of Millennium Schools. Tensions arise when the government’s actions contradict the aspirations for equity and recognition claimed by Indigenous peoples and nationalities. Decoloniality, interculturality, and plurinationality, challenged by bureaucratism and financial disinvestment of IBE, are reclaimed in social outbreaks, including those of 2019 and 2022.

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Practical Learning and Epistemological Border Crossings: Drawing on Indigenous Knowledge in Terms of Educational Practices

Cited by 13 publications

References 27 publications

Science Teacher's Professionalism In Planning Practical Learning Activities

Science Teacher's Professionalism In Planning Practical Learning Activities

Indigenous Knowledge Systems

Public Education Policies and the Struggle of the Indigenous Movement for a Decolonial Interculturality

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