Formabiap’s Indigenous educative community, Peru: a biosocial pedagogy

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elizabeth Rahman, Françoise Barbira Freedman, Fernando Antonio García Rivera, Meredith Castro Rios
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引用次数: 1

Abstract

ABSTRACT This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap’s 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds.
秘鲁Formabiap的土著教育社区:生物社会教学法
摘要本文描述了秘鲁亚马逊地区由土著人领导的教师培训计划(Formabiap)的运作情况,并考虑了其跨学科教学方法的范围,特别关注在当代全球挑战的背景下跨文化知识交流的本体论和认识论利害关系。这篇文章评估了土著教育项目在多大程度上可以维持物种间的关系,促进包括人类和植物在内的多种物种的美好生活。赞美Formabiap 35的潜力 在一年多的土著权利倡议中,作者提出了生物社会教育学的概念,这是一种启发式手段,有助于评估土著生活世界的物质和关系纠缠的认识论。
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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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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