Regenerating Teacher Education Programs with Indigenous Knowledge in Idaho

Mohammed

2022

Indigenous perspectives hold promising opportunities for education and practice. It is possible to entertain indigenous knowledge into adult education through modelling, guided practice, and application approaches. However, there are several limiting factors to do so. Today, many indigenous knowledge systems and practices are at risk of becoming extinct because of rapidly changing natural environments and fast pacing economic, political, and cultural changes on a global scale. Considering this, therefore, this study is aimed at exploring the integration, existing practical challenges of indigenous based adult education, and forward contextual consideration from the perspectives of learning material development. In doing so, a case study research design was employed. Date was collected from adult education experts, adult literacy centre coordinators and adult learners who were drawn by using purposive sampling technique. Data were obtained through interview and FGD. Thematic analysis was placed as the centre of data analysis method. As a result, the integration of indigenous knowledge into educational programs especially in adult education has been passed with many ups and downs. The inclusion was found at a substandard level due to a lack of gratefulness and value regarding what indigenous knowledge might bring to educational practice and how it might be enacted into learning materials. Although the integration has been challenged with many barriers, fortunately, many opportunities which need to be considered are emerging. Context-based working strategies and guidelines have to be advanced by governments aim at mobilizing community support for indigenous based education development and handover to generations through revitalizing all forms of educational provision within the local and global market context.

Section: Discussionmentioning

confidence: 99%

Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus

Mohammed

2022

“…State authorities and their policies construct and reproduce knowledge claims or epistemic privileges in the provision of integrated AE. is, in turn, maintains the status quo that consistently promotes the lived experiences of indigenous communities [27]. Given the diversity of indigenous people, there is no single strategy for intertwining indigenous perspectives into education [9].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring “Intersectoral Collaboration” towards the Integration of Indigenous Knowledge into Adult Education Programs in North Wollo, Ethiopia

2022

Integration of indigenous knowledge into adult education recognizes collaboration based on indigenous frameworks and methodologies and gives more attention to people’s history, politics, cultural beliefs, and philosophical views. The most important beginning phases and tasks in promoting indigenous-based learning are establishing a responsive organizational structure that helps to identify and agree on what roles and responsibilities are played by each concerned stakeholder. Considering this in mind, this study aimed to explore intersectoral coordination and their participation in the integration of indigenous knowledge into adult education. In doing so, a qualitative research approach and a case-study design were employed. The study sample was composed of adult education experts and coordinators. Data was obtained through interviews, FGD, and document analysis. Furthermore, thematic analysis was the centre of this study data analysis. As a result, the study finding revealed that stakeholders’ coordinated effort has been observed that lacks consistency in supporting indigenous-based adult education programs due to their deprived collaboration and the presence of not functional administrative structure. This makes the provision and the integration of indigenous-based knowledge systems into adult education sporadic in its coverage of indigenous learning contents and experiences.

“…One of the most significant reasons for intertwining indigenous perspectives within adult learning and pedagogy is to increase indigenous representation in the profession [32]. Hence, the direction and quality of integrating IK into the AE require investment in professional development and selection of appropriate knowledge-building instructional tools [26,36]. If the content (knowledge) is not available in the usual forms and locations (for example, libraries, resource materials, and textbooks), then learning material development in any educational setting requires different professional aptitudes and capabilities [3].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

2021

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.