Pedagogy of Ignorance

Anwaruddin, Sardar M.

doi:10.1080/00131857.2014.914879

Cited by 10 publications

(3 citation statements)

References 12 publications

(12 reference statements)

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“…As Senator Murray Sinclair points out to those who are willing to listen, colonial schooling systems that deliberately advanced the vilification and erasure of Indigenous peoples serve as the primary source of contemporary racism against Indigenous peoples. It might be argued that these injustices continue unabated due in large part to mainstream unknowingness, or what some term a pedagogy of ignorance, around Indigenous issues (Anwaruddin, 2015;Zembylas, 2005). This state of unknowing reflects the success of a colonial system that deliberately rendered Indigenous peoples invisible and voiceless but also signals the real outcomes of continuing to ignore Indigenous calls for reform.…”

Section: Decolonizing and Indigenizing As Forms Of Academic Integritymentioning

confidence: 99%

Re-Defining Academic Integrity: Embracing Indigenous Truths

Pratt

Gladue

2022

Academic Integrity in Canada

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Despite historical and ongoing challenges, Canada has been making promising strides towards reconciliation prompted in large part by the work of the Truth and Reconciliation Commission of Canada (2015). We honour our Indigenous Elders and Ancestors who have led social and educational movements that named and resisted the negative outcomes created and continued by a Canadian colonial history. The authors point to current institutional projects of decolonizing and Indigenizing the academy as holding the potential to re-define what academic integrity means. As a hopeful point of entry into how teaching and learning scholars might reconsider current conceptions of integrity, we see Indigenizing efforts across a number of Canadian universities as the basis from which to speak to a more inclusive and wholistic definition of academic integrity. The authors seek to problematize the current neoliberal and commercialized approaches to education where different forms of academic misconduct arise as inevitable outcomes. If education is viewed as the pursuit of truth, or more appropriately truths, then it is essential to nuance the scope of academic integrity to include Indigenous perspectives such as wholism and interconnectedness. In this chapter, we discuss these truths, challenging current conceptions, to propose a more inclusive definition of academic integrity by drawing upon Indigenous scholarship as well as dynamic forms of ancestral language to situate our work. In sum, sharing truths through the inclusion of Indigenous perspectives grounds the scholarly discussion in an equitable understanding of truth-telling as foundational to academic integrity.

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Section: Decolonizing and Indigenizing As Forms Of Academic Integritymentioning

confidence: 99%

Re-Defining Academic Integrity: Embracing Indigenous Truths

Pratt

Gladue

2022

Academic Integrity in Canada

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“…Here, there are also potential limitations of the pedagogical approach in cultivating these aptitudes. Anwaruddin (2015), in discussing Ranciere’s emancipatory intents of pedagogy, gives the example of a teacher highlighting to his/her student the fact that they are oppressed and that they (as teacher) can instruct them in ways not to be so. In this example we once again see the reliance that an (in this case oppressed) individual has on the teacher and their knowledge reinforcing the power relation.…”

Section: Teaching and Learning: Traditional Pedagogy And Its Essential Naturementioning

confidence: 99%

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Delahunty

Kimbell

2021

British Educational Res J

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Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth‐century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self‐regulated and furthermore, self‐determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.

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“…The article also aims to contribute to the growing interest in the work of Rancière in various terrains and particularly in education (Anwaruddin 2015;Biesta 2017;Bingham and Biesta 2010;Galloway 2012;Hallward 2005;Simons and Masschelein 2011;Vlieghe 2016).…”

Section: Introductionmentioning

confidence: 99%

Decolonial pedagogical practices: Engaging with Rancière

Postma

2019

SAJHE

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The 2015/6 student protests in South Africa questioned the 1994 postcolonial settlement by drawing attention to the demands of decoloniality. The processes of decoloniality are characterised by an openness to pedagogies, epistemologies and forms of governance that promote a plurality of becomings. In order to investigate how educational practices could contribute towards decoloniality, this article draws on Rancière's notion of "equal intelligence". It is argued that this notion of radical equality could assist educators to redefine themselves and their role in emancipatory and decolonial education. This role avoids the extremes of the authoritarian educator on the one hand, and the egalitarian educator, on the other. "Equal intelligence" makes possible a pedagogical space which demands of the student to use his/her intelligence to generate knowledge that does not reproduce a hegemonic tradition. Equality is not the result of an educational intervention, but a presumption that shapes the pedagogical relation as such. This applies also to decolonisation: The presumption of equal intelligence is a powerful way to decolonise the mind. In this process the educator has an important role to play to create a context where the will and the freedom to participate in the construction of powerful knowledge is kept alive.

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Pedagogy of Ignorance

Cited by 10 publications

References 12 publications

Re-Defining Academic Integrity: Embracing Indigenous Truths

Re-Defining Academic Integrity: Embracing Indigenous Truths

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Decolonial pedagogical practices: Engaging with Rancière

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