Indigenous Education Research Articles

Colonial continuities under scrutiny: an institutional ethnography of intercultural education in Chile

ABSTRACT Chile is a well-known country for its socio-economic and racial inequalities, especially in education. Despite it being prolific, research on educational inequalities has neglected the question about the persistence of colonial dynamics in the educational sphere and how the experience of colonisation has shaped contemporary social relations. Informed by the field of Decolonial Studies and by using institutional ethnography, this research sheds light onto the social (ruling) relations that sustain colonial continuities in the current Chilean school system. By starting from experiential accounts of Mapuche Indigenous educators who teach their ancestral language in the school system, this research provides evidence of an institutional apparatus sustaining forms of domination and reproduction of material and subjective inequalities.

APOI@ INDIGENOUS EDUCATION: DIGITAL PLATFORM FOR SHARING OPEN EDUCATIONAL RESOURCES

The research addressed the development of a differentiated school education for indigenous communities in Brazil, with an emphasis on a pedagogy that values ​​and preserves their cultural heritage. The study highlighted the need for educational resources adapted to indigenous cultural specificities, especially bilingual teaching materials, in accordance with the guidelines of the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases of National Education. The objective of the research was to create a digital platform for sharing Open Educational Resources (OER), including bilingual teaching materials and reports of pedagogical experiences specific to the Guarani language and culture. Using Maker Culture as a methodology, teachers from the Nhu Porã School, in Torres, RS, participated in workshops to develop these resources. The research was qualitative, with the researcher carrying out intensive fieldwork. Bibliographic research and action research procedures were used, promoting cooperation between the researcher and the community to solve the identified problem. The results indicated the importance of indigenous protagonism, community participation, and cooperation between different social actors in solving the shortage of bilingual teaching materials. The construction of OER by indigenous participants, the implementation of the digital platform, and the sharing of bilingual materials and pedagogical reports achieved the research objectives. The results highlight the importance of the active participation of indigenous people in the creation of culturally relevant educational resources, expanding access to bilingual materials, and promoting a culture of collaboration and sharing in the context of indigenous education. The digital platform expanded access to indigenous bilingual educational resources, contributing to the preservation of cultural identity and the promotion of educational inclusion.

Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

Education System for Indigenous Communities: A Review of Social Ecology

This research aims to integrate traditional knowledge in the formal education system of indigenous communities, improve access, and preserve local culture. The methods used involve interviews, observations, and reviews of local education policies. Local governments and indigenous community leaders were involved in the reform process to develop a bilingual curriculum that respects local languages and traditions. The results of the study show that socially and ecologically relevant education can increase student participation, strengthen cultural identity, and support environmental sustainability. The policy implications underscore the importance of collaboration between the government and communities in sustainable indigenous education planning.

Indigenous education as community of practice: a case of grassroots learning of the Manobo in the Philippines

ABSTRACT Indigenous education efforts across the world’s Indigenous communities are being implemented to address varying challenges of poverty, cultural discrimination, resource dispossession and isolation. Engaged in a decolonisation agenda, most Indigenous communities are leading diverse localised efforts that turn inwards to their own rich tapestries of knowledge, culture and relationships. In this paper, we argue for the need to broaden the conceptualisation of Indigenous education models to account for the invaluable role that social learning and practice play in sustaining grassroots efforts on how a particular Indigenous people engage with formal educational processes. This paper explores Indigenous education as a community of practice that exemplifies mutual engagement, joint enterprise and shared repertoire, as crucial elements in sustaining Indigenous education endeavours. We use Lave and Wenger’s “communities of practice” as a theoretical framework to better understand how the Manobos, an Indigenous group in the southern Philippines, have been able to successfully operate their own school. Drawing from participant-observation and key informant interviews with teachers, community leaders and missionaries, we foreground examples of how the Manobos rely upon mutual engagement, joint enterprise and shared repertoire of actors to show that they belong to an overarching community of practice. More specifically, we demonstrate that Indigenous education as practiced by the Manobos is a socially constituted enterprise that entails grassroots learning at the individual and collective level, collaborations with external groups, as well as strategic negotiation and compliance with government’s policies that ultimately help them sustain the school’s operation.

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

African Indigenous education in the postcolonial period: A critical reflection

This article examines African Indigenous education in the precolonial period in Southern Africa, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of Indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by Indigenous education in Southern Africa in addressing the hegemonic influence of Western education during the postcolonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African Indigenous education. The examination aims at contributing to the ongoing discourse on decolonising education and providing insights into the potential benefits of embracing Indigenous knowledge systems in contemporary African societies by recognising the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices.

Indigenous Politics of Emancipatory Education in Bolivia: The Role of the Escuela-Ayllu of Warisata

This article analyzes how the Escuela-Ayllu of Warisata in Bolivia challenged the feudal system known as gamonalismo in the 1930s-1940s within the broader context of Indigenous struggle. It demonstrates that distinct currents of Indigenous education, including indigenismo, Caciques-Apoderados’ Centro Educativo de Aborígenes “Bartolomé de las Casas,” and Alcaldes Mayores Particulares’ escuelas particulares, informed the Escuela-Ayllu’s community-led education. It argues that Warisata’s community members turned the Escuela-Ayllu into a political space of communal democracy that undermined the rural order structured by internal colonialism.

Initial teacher education in Canada: what the past 50 years have taught us about influence and impact

ABSTRACT Initial teacher education (ITE) has changed dramatically over the past 50 years but some of the same issues persist in Canada and around the world. This article begins with an overview of how teacher education has evolved in Canada with a particular emphasis on the past 50 years. It recounts the gradual rise of professionalisation as teacher preparation moved from normal schools and teachers’ colleges to universities. We discuss the struggles for control of teacher education and how these have played out differently in various provinces and territories. The second part of the article provides an overview of external bodies that influence policies and programmes related to ITE in Canada including government agencies, royal commissions, colleges of teachers, and teachers’ federations. The third part focuses on internal influences on ITE that are both university and school-based and examines some of the points of tension between them including programme content, the balance between theory and practice, and the practicum. Finally, we look at recent developments in ITE focusing specifically on Indigenous education, truth and reconciliation and equity, diversity and inclusion, all of which will continue to be priorities for Canadian ITE moving forwards.

Teaching Across Culture: Insights from Teachers of Indigenous Elementary Pupils at Gigaquit, Surigao Del Norte: A Narrative Inquiry

This qualitative study delved into the experiences of Mamanwa Tribe teachers educating indigenous elementary students in Gigaquit, Surigao del Norte. Utilizing narrative inquiry and categorical-content analysis, the study highlighted two key themes: the considerable challenges faced by these teachers (such as language barriers and student absenteeism) and the strategies they employed to overcome them (including home visits and parental communication). The findings underscore the necessity for a multi-faceted approach from educational authorities to address these challenges and provide support for teachers in indigenous communities. Recommendations include increased scholarship opportunities and encouragement for indigenous learners to enter the teaching profession, thereby strengthening the ranks of indigenous educators.

Indigenous Methodologies in International Research on Indigenous Family and Community Engagement

Indigenous research methodologies have been theorized by prominent Indigenous scholars over the past few decades and advocated for in research focused on Indigenous communities for their emancipatory power to reestablish Indigenous peoples’ expertise and self-determining and sovereignty rights over education and research. Western intrusion in Indigenous education and community focused research through colonial schools and Western research methodologies has negatively impacted the schooling experiences of Indigenous children, their families and communities, as well as the ways they are studied and depicted in research. Responding to calls for Indigenous methodologies in research focused on Indigenous communities, this literature review introduces an Indigenist Methodological Framework, developed from canonical scholarship on Indigenous methodologies, that we use to explore the applications (and potential misapplications) of Indigenous methodologies in 20 international studies about Indigenous family and community engagement. We aimed to determine if adherence to the elements of an Indigenist Methodological Framework served to disrupt extractive, exploitative, and damage-centered practices in and portrayals of Indigenous communities (common in Western research methodologies). Further, we critically analyzed the findings of these studies to see if they offered more culturally responsive and strength-based conceptualizations of Indigenous families and communities. We uncovered applications and misapplications of Indigenous methodologies that impacted researchers’ commitments to and actions towards establishing and maintaining relational accountability throughout and beyond the research while also influencing findings that, in most cases, challenged narrow and deficit-based perceptions and portrayals of Indigenous students, families, and community members.

The Complex Dynamics of Indigenous Education in Mid-Twentieth-Century: Ecuador as a Theater for Political Debate

Abstract Activists in Ecuador established in the 1940s what have come to be remembered as the country's first Indigenous-run bilingual schools. Or at least this is the image that their founders presented when reflecting back on their achievements years later, and what has become fixed in the minds of subsequent educators. Archival records, however, present a more complicated picture. Rather than as “Indigenous” or “bilingual,” the recently formed Federación Ecuatoriana de Indios (Ecuadorean Federation of Indians) had created them as “syndicate” schools to mobilize against the racial discrimination and economic exploitation that agricultural workers faced on government-owned haciendas. In the process, organizers came into conflict with government policies that mandated the creation of public schools in rural communities and on haciendas. The competing school systems became an arena in which public policy debates were carried out with ramifications that extended to rival notions of how society should be properly organized.

The role of intersectionality in research on Teachers of Color and Indigenous Teachers

This paper emphasizes the complexity and criticality of intersectionality in understanding the research on Teachers of Color and Indigenous Teachers (TOCIT). Cho and colleagues (2013) identified three dimensions of intersectional dialogues: how intersectionality has been used in research and teaching, how it has been used as a theory and methodology, and how it has been used in community organizations. As Cho and colleagues noted, equally as important as what intersectionality does in theory is what it does in practice. Therefore, we drew from the recently published Handbook of Research on Teachers of Color and Indigenous Teachers to highlight how intersectionality research has captured the beliefs, perspectives, retention, and recruitment of TOCIT. We begin by summarizing critical contributions from the Handbook and other recent research highlighting intersectionality in understanding and diversifying the teaching workforce. We then integrate policy impacts and implications and provide a case exemplar of how intersectionality can be thoughtfully integrated into the existing scholarship and practices to recruit and retain TOCIT.

Human resources and induction in public policy: Advancing critical cosmopolitan aims

This paper focuses on the role of public policy in human resources and induction programs to increase the number of Teachers of Color and Indigenous Teachers (TOCIT). To that end, we provide an overview of the public policy landscape, followed by an exemplar that provides a vision of possibilities currently being enacted. We end by advancing specific public policy recommendations and their implications.

An Indigenous education policy within a non-Indigenous education system

An Indigenous education policy within a non-Indigenous education system

Education in Medieval Bengal: An Account of Two Systems

In the medieval Bengal, Hindus and Muslims lived in a society where mainly the religion controlled foremost aspects of life. In this context, both the communities maintained two distinct educational systems in Bengal. This paper attempts to present the emergence of Islamic education in Bengal during Sultanate period and its development in relation to the indigenous education of the Hindus. It also examines interactions of Islamic education with its Hindu counterpart from Sultani to Nawabi period despite having clear distinctions across the communities in many respects. Analyzing the primary and secondary sources on education of Medieval Bengal, this paper shows how in a religiously polarized society, the Hindus and Muslims interacted in the field of education going beyond the existing hostility, mistrust and prejudices in many aspects of their distinctive life styles. Philosophy and Progress, Vol#73-74; No#1-2; Jan-Dec 2023 P 37-57

Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers

Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers have to look holistically and systematically at program design and evaluation. However, we can talk about exemplary practices that have been supportive in preparing TOCIT. This article describes various teacher education pedagogical and theoretical practices that have been used in the preparation of TOCIT within different types of teacher education programs. We discuss two common types of teacher education programs—traditional and alternative. We also discuss the policy landscape for these teacher education program types, focusing on practices used in TOCIT preparation. Recommendations are suggested for policymakers to work intentionally toward creating a diverse teacher workforce and providing support—resources and financial—throughout teachers’ careers. Keywords Teachers of color, Indigenous teachers, alternative certification programs, Grow Your Own, residency programs

Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce

This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and education researchers. While the Handbook featured empirical research, and the Phi Delta Kappan special issue featured research briefs and teacher testimonies, the policy-driven articles in this special issue explore how research can be applied at district, state and national levels. A primary goal of this special issue is to provide evidence-based policy recommendations to support policymakers with strategies to address ethnoracial diversity related to one or more of the Handbook’s 11 research domains (i.e., recruitment, program design, mentorship, professional development, retention, pedagogical and leadership practices, induction and human resource development, intersectionalities, educational impact, minority serving institutions, and policy).

Glancing back and looking forward: The role of education policy in creating pathways to the workforce for Teachers of Color and Indigenous Teachers

The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and examining present-day manifestations of these efforts in the sociopolitical context of state and federal level policy trends. The manuscript concludes with a set of policy recommendations.

Challenges in Making Inclusive and Comprehensive Public Policy on Ethno-educational Processes

This article presents the results of intercultural processes stemming from challenges in making inclusive and comprehensive public policies on ethno-educational matters based on the current public policies in Latin American countries, particularly Colombia. This qualitative, ethnographic research examined the perceptions of Indigenous educators vis-à-vis (sustituir por: in face of) the contemporary public policies on aboriginal communities. In doing so, this study employed individual and focus-group interviews and drew on a descriptive, analytical design that also considered a systematic review of antecedents to such policies. The findings evidence that the realities of Indigenous classroom practices and approaches are distant from those of urban settings and the principles and norms established in Colombia’s legislation and other countries. Lastly, the study highlights the need for constructing public policies that benefit Indigenous communities in Latin America and Colombia.