Plurality, Equity and Meaning Making with Indigenous Knowledges

Authors

  • Deepa Srikantaiah
  • Brett Grant
  • Shytance Wren

Keywords:

Indigenous Knowledges, Indigenous Methodologies, Education Reform, Pedagogical Approaches

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.

Author Biographies

Deepa Srikantaiah

Deepa Srikantaiah, Ph.D., is an educator, artist, and researcher.  Dr. Srikantaiah’s research interests focus on pre-colonial knowledge systems and Indigenous Knowledges, contemplative studies, and mathematics and science education.  She is currently an affiliate faculty in the International Education Policy Program in the College of Education at the University of Maryland, College Park, and for the Ed.D. program at the School for International Training.  She also adjuncts in the Urban Teachers Program at American University, Washington, D.C.  Dr. Srikantaiah is also currently the program chair for the Holistic Education Special Interest Group for the American Education Research Association.

Brett Grant

Brett Grant, Ph.D., is a postdoctoral researcher with the Black Education Research Center (BERC) at Teachers College, Columbia University, and a Community Faculty member at Metropolitan State University in Saint Paul, Minnesota.  Dr. Grant is currently the co-program chair for the Holistic Education Special Interest Group for the American Education Research Association.

Shytance Wren

Shytance Wren, M.A,, is a second year doctoral student studying International Education Policy in the College of Education at the University of Maryland, College Park. In her research, she addresses critical issues surrounding globalization, knowledge production, and policy borrowing in higher education.

Downloads

Published

2023-05-05

How to Cite

Srikantaiah, D., Grant, B., & Wren, S. (2023). Plurality, Equity and Meaning Making with Indigenous Knowledges. Holistic Education Review, 3(1). Retrieved from https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2660