Indigenous Knowledges and the Story of the Bean
30 Mar 2009-Harvard Educational Review (Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html)-Vol. 79, Iss: 1, pp 1-21
TL;DR: The authors explored epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge, and advocated for an approach to training Indigenous teachers that recognizes the power of Indigenous knowledge systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems.
Abstract: In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems, the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems. Through the "story of the bean," in which an Indigenous student teacher reconceptualizes a science lesson from a more holistic perspective, the authors illustrate the wealth of understanding and insight that Indigenous teachers bring to the education of Indigenous students, and they depict the possibilities for pre-service teaching programs in which university staff honor the inherent value of Indigenous perspectives.
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02 Jun 2020TL;DR: A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s is given in this paper, which offers readers an examination of literacy through a variety of lenses, some permitting microscopic views and others panoramic views.
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TL;DR: The experiences of ten American Indian boys who participated in introductory computing activities with electronic textiles are examined to understand boys' perspectives on learning computing through making culturally-relevant e-textiles artifacts and highlight the importance of connecting to larger community value systems as a context for doing computing.
Abstract: We draw attention to the intersection of race/ethnicity and gender in computing education by examining the experiences of ten American Indian boys (12-14 years old) who participated in introductory computing activities with electronic textiles. To date, the use of electronic textiles (e-textiles) materials in introductory computing activities have been shown to be particularly appealing to girls and women because they combine craft, circuitry, and computing. We hypothesized that e-textiles would be appealing to American Indian boys because of a strong community-based craft tradition linked to heritage cultural practices. In order to understand boys' perspectives on learning computing through making culturally-relevant e-textiles artifacts, we analyzed boys' completed artifacts as documented in photographs and code screenshots, their design practices as documented in daily field notes and video logs of classroom sessions, and their reflections from interviews guided by the following research questions: (1) How did American Indian boys initially engage with e-textiles materials? (2) How did boys? computational perspectives develop through the process of making and programming their own e-textiles artifacts? Our findings highlight the importance of connecting to larger community value systems as a context for doing computing, the importance of allowing space for youth to make decisions within the constraints of the design task, and the value of tangible e-textiles artifacts in providing linkages between home and school spaces. We connect our work to other efforts to engage racial and ethnic minority students in computing and discuss the implications of our work for computer science educators designing computing curricula for increasingly diverse groups of students, especially as pertains to the emerging field of culturally responsive computing.
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Cites background from "Indigenous Knowledges and the Story..."
...We hypothesized that, in spite of gendered cultural histories surrounding craft practices as “women’s work” [48], e-textiles would appeal to American Indian boys because of a strong community-based craft tradition linked to heritage cultural practices and Indigenous Knowledge Systems [5, 13, 27]....
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TL;DR: The authors conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRTs tenets from this analysis, and extracted from the publications explicit and implicit implications for leadership practice.
Abstract: Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, “How can CRT inform educational leadership to eliminate racism?” Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadershi...
77 citations
Cites background from "Indigenous Knowledges and the Story..."
...Moreover, LatCrit theories have evolved to include related theories such as racist nativism (Huber, 2010), and Tribal Crit theories have evolved to include Indigenous Knowledge Systems (Brayboy & Maughan, 2009), critical indigenous pedagogy (Garcia & Shirley, 2012), and tribal nation building (Brayboy, Castagno, & Solyom, Capper 799 2014)....
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...…to include related theories such as racist nativism (Huber, 2010), and Tribal Crit theories have evolved to include Indigenous Knowledge Systems (Brayboy & Maughan, 2009), critical indigenous pedagogy (Garcia & Shirley, 2012), and tribal nation building (Brayboy, Castagno, & Solyom, Capper…...
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TL;DR: This article examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers and argued that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.
Abstract: This article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: 'Indigenous ways of knowing', 'Indigenous learners' lives beyond the classroom' and 'Building relationships with Indigenous students and communities'. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non- Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.
75 citations
Cites background from "Indigenous Knowledges and the Story..."
...…the best intentions and commitment from many teachers, most have inadequate understandings of appropriate pedagogies and the complexities of Indigenous cultures, knowledge and identities (Brayboy & Maughan, 2009; Malin & Maidment, 2003; Partington, 2003; Villegas, Neugebauer, & Venegas, 2008)....
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"Indigenous Knowledges and the Story..." refers background in this paper
...As Indigenous student teachers begin the process of becoming licensed educators, they find themselves in an historic site of struggle for Indigenous peoples: teacher training (Smith, 1999; Vandergriff, 2006)....
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7,761 citations
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TL;DR: Cajete examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts Unlike the western scientific method, native thinking does not isolate an object or phenomenon in order to understand it, but perceives it in terms of relationship.
Abstract: Cajete examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts Unlike the western scientific method, native thinking does not isolate an object or phenomenon in order to understand it, but perceives it in terms of relationship An understanding of the relationships that bind together natural forces and all forms of life has been fundamental to the ability of indigenous peoples to live for millennia in spiritual and physical harmony with the land It is clear that the first peoples offer perspectives that can help us work toward solutions at this time of global environmental crisis
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TL;DR: In this article, the authors outline the rationale for a comprehensive program of educational initiatives closely articulated with the emergence of a new generation of Indigenous scholars who seek to move the role of Indigenous knowledge and learning from the margins to the center of educational research, thereby confronting some of the most intractable and salient educational issues.
Abstract: Drawing on experiences across Fourth World contexts, with an emphasis on the Alaska context, this article seeks to extend our understandings of the learning processes within and at the intersection of diverse worldviews and knowledge systems. We outline the rationale for a comprehensive program of educational initiatives closely articulated with the emergence of a new generation of Indigenous scholars who seek to move the role of Indigenous knowledge and learning from the margins to the center of educational research, thereby confronting some of the most intractable and salient educational issues of our times.
754 citations