Unsettling the Urban-Rural Dichotomy for Indigenous Education and Education for Reconciliation

Autor/inn/en	Kim, Eun-Ji Amy; Layman, Eric W.
Titel	Unsettling the Urban-Rural Dichotomy for Indigenous Education and Education for Reconciliation
Quelle	In: Diaspora, Indigenous, and Minority Education, 16 (2022) 1, S.57-70 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Eun-Ji Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2021.2011199
Schlagwörter	Indigenous Populations; Urban Education; Rural Urban Differences; Indigenous Knowledge; Foreign Countries; Canada Natives; Elementary Secondary Education; Power Structure; Curriculum Development; Culturally Relevant Education; Racial Bias; Social Bias; Equal Education; Land Settlement; Foreign Policy; Partnerships in Education; Educational Policy; Cultural Differences; Experimental Schools; Taiwan + Suchen Sie Ihr Suchwort? Sinti und Roma; Stadtteilbezogenes Lernen; Stadt-Land-Beziehung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Racial discrimination; Rassismus; Siedlungsraum; Außenpolitik; Hochschulpartnerschaft; Politics of education; Bildungspolitik; Kultureller Unterschied; Pilot school; Model school; Modellschule
Abstract	The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow of people and knowledge in the Indigenous curriculum development process may lead to continued disrespect, appropriation, and tokenization of Indigenous knowledges. This article challenges the conventional conceptualizations surrounding the rural/urban Indigenous educational divide. In so doing, the authors explore two cases: The Saskatchewan (Canada) Ministry of Education's official K-12 science curriculum attempts to integrate Indigenous perspectives, as do Taiwan's Indigenous experimental schools. The finding suggests moving beyond pan-urban/rural paradigms that are stemming from settler colonialism. Acknowledging the important role partnerships play for Indigenous education policy and program development, the authors put forth Crit-Trans Partnership Framework to analyze these two cases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01