Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning

A. Judge, S. Fukuzawa, J. Ferrier
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引用次数: 1

Abstract

This paper reflects on the impact of community-engaged learning (CEL) in post-secondary education, as guided by local Indigenous community members, specifically members of the Anishinaabeg Nation and more specifically Mississauga peoples. This CEL way of educating highlights a fundamental difference between Indigenous axiology, where localized relationships and community contributions are paradigm, with traditional Euro-Western hegemonic pedagogies. Within this framework, we hope to contribute to the larger discourse in revising the axiological foundation applied to knowledge within the Academy, based on authentic expressions of an Indigenous way of knowing and learning.  We seek to recapitulate the ways that knowledge in the field of anthropology (and post-secondary education in general) is valued and assessed through the first-hand experiences of two cis male Anishinaabe academics, and one cis female Japanese Canadian academic, involved in the development and delivery of community-engaged learning on Turtle Island.
通过社区参与的学习,在课堂上了解和学习当地土著的方式
本文反映了社区参与学习(CEL)在中学后教育中的影响,在当地土著社区成员的指导下,特别是Anishinaabeg民族的成员,更具体地说,是密西沙加人民。这种CEL的教育方式突出了本土价值论与传统的欧美霸权教学法之间的根本区别。本土价值论以本土化关系和社区贡献为范式。在这一框架内,我们希望在对土著认识和学习方式的真实表达的基础上,为修改应用于学院知识的价值论基础做出更大的贡献。我们试图通过两位顺性男性学者和一位顺性女性日裔加拿大学者的第一手经验来概括人类学领域知识(以及一般的高等教育)的价值和评估方式,他们参与了海龟岛社区参与学习的发展和交付。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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