Plurality, Equity and Meaning Making with Indigenous Knowledges

Abstract

This paper delves into Indigenous Knowledges, how they differ from Western scientific concepts, and their importance in education. It notes how Indigenous worldview and place-based knowledges have long been dismissed, oppressed or silenced by an hegemonic culture intending to destroy knowledge, beliefs, traditions, and language that threaten colonial assumptions. As an ultimate form of holistic education, traditional Indigenous learning methodologies, customs, and perspectives have the potential to transform systems such as school reform initiatives, curricula, budgetary goals, and incentive/disincentive structures. The essay concludes by suggesting a course of action that involves equity impact assessments that focuses on the voices, views, and principles of Indigenous communities.