A critical analysis of Māori cosmologies and the tyranny of epistemic western centrism

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-12-22 DOI:10.1080/09540253.2022.2152103

M. Skerrett

引用次数: 0

Abstract

ABSTRACT In this article, I traverse Māori positionality informing Māori worldviews, alongside geohistorical navigational trajectories of knowledge. Drawing on ancestral travel which utilized sophisticated readings of stars, currents, winds, clouds, contexts and colours of the biodiversity to navigate, the concept of wayfinding as methodology and method is used to recentre mātauranga Māori (Māori knowledge). Mātauranga Māori accumulates in the continuum of time, past, present and future. There are many ways to capture knowledge. This article draws on ‘wayfinding’ through a critical analysis of mātauranga Māori and its denigration through imperialism. It is argued that unless educationalists lead a collective challenge, the masculinist, materialist, secular, individualistic, extractive western colonial project will continue to inflict harmful discourses on Indigenous peoples and lands. Decolonizing western epistemologies and ontologies challenge both this ongoing damage as well as the histories of denigration by seeking to restore and re-centre Māori ways of being, knowing, doing and relating.

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对Māori宇宙论和西方认识中心主义暴政的批判性分析

在这篇文章中，我将穿越Māori位置性，为Māori世界观提供信息，以及地理历史知识的导航轨迹。借鉴祖先的旅行，利用对星星、海流、风、云、环境和生物多样性颜色的复杂解读来导航，将寻路作为方法论和方法的概念用于重新定位mātauranga Māori (Māori知识)。Mātauranga Māori积累在时间的连续体中，过去，现在和未来。获取知识的方法有很多。本文通过对mātauranga Māori的批判性分析以及帝国主义对其的诋毁来借鉴“寻路”。有人认为，除非教育学家领导集体挑战，否则男性主义、唯物主义、世俗主义、个人主义、掠夺性的西方殖民项目将继续对土著人民和土地造成有害的话语。去殖民化的西方认识论和本体论通过寻求恢复和重新中心Māori存在、认识、行动和联系的方式，挑战了这种持续的损害以及诋毁的历史。

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

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.