Indigenous and Trans-Systemic Knowledge Systems

Marie Battiste,Sa’Ke’J Henderson

doi:10.15402/esj.v7i1.70768

Abstract

This special issue addressing the theme of “Indigenous and Trans-Systemic Knowledge Systems” seeks to expand the existing methods, approaches, and conceptual understandings of Indigenous Knowledges to create new awareness, new explorations, and new inspirations across other knowledge systems. Typically, these have arisen and have been published through the western disciplinary traditions in interaction and engagement with diverse Indigenous Knowledge systems. Written by Indigenous and non-Indigenous scholars, and in collaborations, the contributions to this issue feature the research, study, or active exploration of applied methods or approaches from and with Indigenous Knowledge systems as scholarly inquiry, as well as practical communally-activated knowledge. These engagements between Eurocentric and Indigenous Knowledges have generated unique advancements dealing with dynamic systems that are constantly being animated and reformulated in various fields of life and experiences. While these varied applications abound, the essays in this issue explore the theme largely through scholarly research or applied pedagogies within conventional schools and universities. The engagement of these distinct knowledge systems has also generated reflective, immersive, and transactional explorations of how to foster well-being and recovery from colonialism in Indigenous community contexts.

Highlights

Treaty rights in the Canadian Constitution and the first generation of First Nations, Métis, and Inuit educated in the Eurocentric systems in Canada create a nexus for a transgenerational alliance between knowledge systems
Indigenous Peoples are still recovering from the assimilative, destructive, and appropriative effects of colonialism and Eurocentrism, including removal from and the theft of their lands, the constitutional affirmation of their Aboriginal and Treaty rights has generated a foundation for the courts and Canadian systems to reconcile with Indigenous Peoples
Marie Battiste and Sa’ke’j Henderson every disciplinary tradition, and while most have not had Indigenous Knowledge systems embedded in that education, there are growing efforts to include Indigenous Knowledges, perspectives, and communities in various forms and under various theories, such as culturally responsive curricula, infusion and integrations in conventional disciplinary knowledges and methodologies, Indigenization, etc

Summary

Introduction

Treaty rights in the Canadian Constitution and the first generation of First Nations, Métis, and Inuit educated in the Eurocentric systems in Canada create a nexus for a transgenerational alliance between knowledge systems. Most scholars are still learning how to approach Indigenous Knowledges in ways that recognize their distinctiveness, accessibility, ethics, protocols, and respectful and practical applications.

Results

Conclusion