Epistemological Pluralism

Andreotti, Vanessa; Ahenakew, Cash; Cooper, Garrick

doi:10.1177/117718011100700104

Cited by 98 publications

(31 citation statements)

References 2 publications

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“…This translation was then presented to the reference group and both parties discussed the meaning of the messages and ways of rewording them. As a result, a project metaphor was developedin making strategic use of the space between both Pakeha and Maori fishing grounds, or bodies of knowledge (Andreotti, Ahenakew, & Cooper, 2011.…”

Section: Methodsmentioning

confidence: 99%

A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research

Manning

Macfarlane

Skerrett

et al. 2011

AJIE

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This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapa Māori research associated with the Ministry's Ka Hikitia Māori Education Strategy. The key messages outlined in this article were designed by the research team to serve as a new tool to assist whānau (family) and iwi (tribe) to actively engage in the New Zealand schooling system and assert their rights in accordance with the principles of the Treaty of Waitangi (1840). Given the large number of Māori children attending Australian schools, the findings of this research may be of interest to Australian educationalists.

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Section: Methodsmentioning

confidence: 99%

A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research

Manning

Macfarlane

Skerrett

et al. 2011

AJIE

Self Cite

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“…This fails to recognize that all knowledge traditions are saturated with power and inequalities, and that rather than being static, knowledge traditions are constantly changing through an exchange of ideas and practices. We can understand this dynamic as an ecology of knowledge [24] in the form of epistemological pluralism [28].…”

Section: Transgressive Learning and Decolonizing Pedagogiesmentioning

confidence: 99%

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

Macintyre

Chaves²,

Monroy³

et al. 2020

Sustainability

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In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

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“…Relatedly, students-Indigenous students in particular-should be allowed to use Indigenous knowledges in their coursework and research. The positioning of Indigenous knowledges as equal to western-based knowledges provides a more holistic understanding of what is and is not knowledge (Andreotti, Ahenakew, & Cooper, 2011;Grosfoguel 2011).…”

Section: Disrupting Settler Colonial Ideology In Educationmentioning

confidence: 99%

“…The final strategy is refusing to engage and/or support discourse that normalizes settler colonial ideology and thought. In higher education, faculty can support students who want to use Indigenous methodologies in their research (Andreotti et al, 2011). Faculty can also integrate different forms of knowledge in their classes.…”

Section: Disrupting Settler Colonial Ideology In Educationmentioning

confidence: 99%

Challenging the Relationship Between Settler Colonial Ideology and Higher Education Spaces

Masta¹

2019

BRE

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In this article, I analyze, evaluate, and problematize the structure of settler colonialism and demonstrate how it is a process that remains entrenched in the U.S. educational system. I build on previous work done on settler colonial ideology by linking structural forms of settler colonial power to the lived experiences of Indigenous students, using their voices to describe how pervasive and harmful settler colonial ideology is in practice. From their descriptions of the replication of colonial ideology within policies and practices in higher education, the participants create a compelling image of the ongoing dominant influence of settler colonial power in their lives. Challenging settler colonial ideology is not just about providing a more accurate historical record of what occurred in the U.S. Rather, challenging settler colonial ideology reaffirms the value and importance of Indigenous people in the U.S.

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Epistemological Pluralism

Cited by 98 publications

References 2 publications

A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research

A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research

Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

Challenging the Relationship Between Settler Colonial Ideology and Higher Education Spaces

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