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Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in EducationLand as Indigenous Epistemology

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education: Land as... [In Western thought, Land is theorized almost exclusively through its physicality and its affordances without any epistemological or pedagogical significance for educational purposes. It is conceived of as a space that is empty and abstract, that is free, available, or un/occupied. However, in Indigenous philosophies and worldview, Land is a living entity and the source of Indigenous knowledges, pedagogies, cultures, languages and identities and includes the universe, all living and non-living entities and the spirit-world. Indigenous peoples see Land as a living entity, the source of life itself, such that there is no life without the Land. Land is seen as a manifestation of Spirit and as the source of all Indigenous knowledge, it is both teacher and pedagogy holding all Indigenous truths. Indigenous knowledge is generated from careful observation of the ecosystem and natural phenomena, observed by many people for millennia. For Indigenous people, Land, and spirit intertwine as sites of knowing to critically interrogate hegemonic knowledge systems and allow for knowledge pluralism and inclusion of new geographies of knowledge that center and reclaim Indigenous education and Elders’ cultural knowledges in schools.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in EducationLand as Indigenous Epistemology

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References (23)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
ISBN
978-3-030-84200-0
Pages
113 –126
DOI
10.1007/978-3-030-84201-7_5
Publisher site
See Chapter on Publisher Site

Abstract

[In Western thought, Land is theorized almost exclusively through its physicality and its affordances without any epistemological or pedagogical significance for educational purposes. It is conceived of as a space that is empty and abstract, that is free, available, or un/occupied. However, in Indigenous philosophies and worldview, Land is a living entity and the source of Indigenous knowledges, pedagogies, cultures, languages and identities and includes the universe, all living and non-living entities and the spirit-world. Indigenous peoples see Land as a living entity, the source of life itself, such that there is no life without the Land. Land is seen as a manifestation of Spirit and as the source of all Indigenous knowledge, it is both teacher and pedagogy holding all Indigenous truths. Indigenous knowledge is generated from careful observation of the ecosystem and natural phenomena, observed by many people for millennia. For Indigenous people, Land, and spirit intertwine as sites of knowing to critically interrogate hegemonic knowledge systems and allow for knowledge pluralism and inclusion of new geographies of knowledge that center and reclaim Indigenous education and Elders’ cultural knowledges in schools.]

Published: Jan 3, 2022

Keywords: Land; Epistemology; Colonial difference; Spirit; Knowledge pluralism; Indigenization; Indigenism; Indigenous worldviews; Land and spirituality; Life-force; Healing

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