Indigenous Knowledge Amd Pedagogy in First Nations Education: Abstract( Marie Battiste)
Name: Suzanne Claveau Date: October 10, 2012
Author: Marie Battiste Title: ‘’ Indigenous Knowledge and Pedagogy in First Nations Education A Literature Review with Recommendations.’’
Marie Battiste, director of the Apamuwek Institute, in partnership with the Canadian
Government has made a research conducting a literature review on indigenous knowledge. The
author writes about the challenges that such a research implies. For example, the record of
educational knowledge for indigenous people is not necessarily done through books as with the
European knowledge system.
Throughout the years, the rights of indigenous knowledge in the educational system
under the constitutional Act of 1982 section 35 and 52 (p.13) was not always respected. Her goal
is to ensure that the right information about indigenous knowledge is integrated into classrooms.
To achieve it, Battiste proposes three approaches. The first one would be to clarify
insights into the tensions between Indigenous people and European ways of knowing. The
second approach is on innovating program to help understand the challenges of Native People.
The third part is based on the Author’s research and the Ministry recommendations in improving
First Nations education.
Marie Battiste suggests to focus on ‘’ Similarities between the two systems of knowledge
rather than on their differences’’ as a start to introduce educational reform.(p.11).
Reference:
Battiste. M. (2002) Indigenous Knowledge and Pedagogy in First Nations Education A Literature Review with Recommendations, prepared for the national working group on Education and the Minister of Indian Affairs Indian and Northern Affairs Canada ( INAC), Ottawa, On.
Author: Marie Battiste Title: ‘’ Indigenous Knowledge and Pedagogy in First Nations Education A Literature Review with Recommendations.’’
Marie Battiste, director of the Apamuwek Institute, in partnership with the Canadian
Government has made a research conducting a literature review on indigenous knowledge. The
author writes about the challenges that such a research implies. For example, the record of
educational knowledge for indigenous people is not necessarily done through books as with the
European knowledge system.
Throughout the years, the rights of indigenous knowledge in the educational system
under the constitutional Act of 1982 section 35 and 52 (p.13) was not always respected. Her goal
is to ensure that the right information about indigenous knowledge is integrated into classrooms.
To achieve it, Battiste proposes three approaches. The first one would be to clarify
insights into the tensions between Indigenous people and European ways of knowing. The
second approach is on innovating program to help understand the challenges of Native People.
The third part is based on the Author’s research and the Ministry recommendations in improving
First Nations education.
Marie Battiste suggests to focus on ‘’ Similarities between the two systems of knowledge
rather than on their differences’’ as a start to introduce educational reform.(p.11).
Reference:
Battiste. M. (2002) Indigenous Knowledge and Pedagogy in First Nations Education A Literature Review with Recommendations, prepared for the national working group on Education and the Minister of Indian Affairs Indian and Northern Affairs Canada ( INAC), Ottawa, On.