Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice

Autor/inn/en	Lin, Jing; Stoltz, Angela; Aruch, Matthew; Rappeport, Annie
Titel	Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 3, S.134-156 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Higher Education; Educational Change; Sustainability; Indigenous Knowledge; Educational Policy; Student Government; Foreign Countries; Activism; Integrated Curriculum; College Curriculum; Inclusion; Indigenous Populations; Global Approach; College Administration; Interdisciplinary Approach; Partnerships in Education; Cambodia; Brazil; Canada; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Nachhaltigkeit; Politics of education; Bildungspolitik; Schülerparlament; Ausland; Aktivismus; Politischer Protest; Inklusion; Sinti und Roma; Globales Denken; College administrators; Hochschulverwaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Kambodscha; Brasilien; Kanada; USA
Abstract	This article argues that institutions of higher education (IHEs) require a fundamental paradigm shift toward an Indigenous Knowledge (IK) model inclusive of Indigenous Peoples, perspectives, and values. This model acknowledges the sacred value of nature, the rights of non human species, and the power and potential of transformative learning via collaboration with Indigenous communities. Through four personal experiences from one IHE, we highlight challenges and opportunities to decolonize higher education across the domains of policy, research, teaching, and programs. Examples include the Graduate Student Government's resistance to university policies of unsustainable construction projects; incorporating IK from Eastern traditions and world spiritual practices into course curriculum; Indigenizing higher education courses and projects through inclusion and collaboration with local Indigenous tribal members; and finally, ongoing transnational research and education collaborations with an Indigenous Mebêngôkre-Kayapó community in the Brazilian Amazon. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01