Indigenous holistic education in philosophy and practice, with wampum as a case study
This article examines holistic educational philosophy from a North American Indigenous perspective, with a particular focus on Anishinaabe philosophy. Holism intercalates every aspect of Anishinaabe and many other Indigenous epistemologies, including one’s understanding of the self and one’s relatio...
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ftdoajarticles:oai:doaj.org/article:6a3e33d4ca87487da98a8137a5748fab 2023-05-15T13:28:35+02:00 Indigenous holistic education in philosophy and practice, with wampum as a case study Lindsay A. Morcom 2017-06-01T00:00:00Z https://doi.org/10.14516/fde.572 https://doaj.org/article/6a3e33d4ca87487da98a8137a5748fab DE EN ES FR IT PT ger eng spa fre ita por FahrenHouse http://www.forodeeducacion.com/ojs/index.php/fde/article/view/572 https://doaj.org/toc/1698-7799 https://doaj.org/toc/1698-7802 1698-7799 1698-7802 doi:10.14516/fde.572 https://doaj.org/article/6a3e33d4ca87487da98a8137a5748fab Foro de Educación, Vol 15, Iss 23, Pp 121-138 (2017) indigenous peoples indigenous knowledge holistic education and culture educational philosophy culture-based education Wampum Education L Education (General) L7-991 article 2017 ftdoajarticles https://doi.org/10.14516/fde.572 2022-12-31T14:51:25Z This article examines holistic educational philosophy from a North American Indigenous perspective, with a particular focus on Anishinaabe philosophy. Holism intercalates every aspect of Anishinaabe and many other Indigenous epistemologies, including one’s understanding of the self and one’s relationship to the community, other living things, the earth, and the divine. This orientation has a significant impact on pedagogy and classroom practice. It also determines how curriculum is understood and utilized from an Indigenous perspective; in stark contrast to the compartmentalization of subjects in the Western education system, Indigenous educational philosophy focuses on interrelationships between different subjects. This perspective is central to Indigenous sense-making. While the fundamental assertions of Western and Indigenous educational philosophies are significantly different, it is possible to meet Western curriculum expectations through Indigenous pedagogy by enacting holistic teaching practices and focusing on topics and interrelations. A study of classroom teaching focusing on wampum, which is culturally significant to numerous First Nations in the eastern woodlands of North America, offers an excellent example of how teachers may touch on all Western curriculum subjects and meet government mandated curriculum expectations while still teaching holistically in a way that is coherent with Indigenous educational philosophy. Article in Journal/Newspaper anishina* First Nations Directory of Open Access Journals: DOAJ Articles Foro de Educación 15 23 121 |
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Directory of Open Access Journals: DOAJ Articles |
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ftdoajarticles |
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German English Spanish French Italian Portuguese |
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indigenous peoples indigenous knowledge holistic education and culture educational philosophy culture-based education Wampum Education L Education (General) L7-991 |
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indigenous peoples indigenous knowledge holistic education and culture educational philosophy culture-based education Wampum Education L Education (General) L7-991 Lindsay A. Morcom Indigenous holistic education in philosophy and practice, with wampum as a case study |
topic_facet |
indigenous peoples indigenous knowledge holistic education and culture educational philosophy culture-based education Wampum Education L Education (General) L7-991 |
description |
This article examines holistic educational philosophy from a North American Indigenous perspective, with a particular focus on Anishinaabe philosophy. Holism intercalates every aspect of Anishinaabe and many other Indigenous epistemologies, including one’s understanding of the self and one’s relationship to the community, other living things, the earth, and the divine. This orientation has a significant impact on pedagogy and classroom practice. It also determines how curriculum is understood and utilized from an Indigenous perspective; in stark contrast to the compartmentalization of subjects in the Western education system, Indigenous educational philosophy focuses on interrelationships between different subjects. This perspective is central to Indigenous sense-making. While the fundamental assertions of Western and Indigenous educational philosophies are significantly different, it is possible to meet Western curriculum expectations through Indigenous pedagogy by enacting holistic teaching practices and focusing on topics and interrelations. A study of classroom teaching focusing on wampum, which is culturally significant to numerous First Nations in the eastern woodlands of North America, offers an excellent example of how teachers may touch on all Western curriculum subjects and meet government mandated curriculum expectations while still teaching holistically in a way that is coherent with Indigenous educational philosophy. |
format |
Article in Journal/Newspaper |
author |
Lindsay A. Morcom |
author_facet |
Lindsay A. Morcom |
author_sort |
Lindsay A. Morcom |
title |
Indigenous holistic education in philosophy and practice, with wampum as a case study |
title_short |
Indigenous holistic education in philosophy and practice, with wampum as a case study |
title_full |
Indigenous holistic education in philosophy and practice, with wampum as a case study |
title_fullStr |
Indigenous holistic education in philosophy and practice, with wampum as a case study |
title_full_unstemmed |
Indigenous holistic education in philosophy and practice, with wampum as a case study |
title_sort |
indigenous holistic education in philosophy and practice, with wampum as a case study |
publisher |
FahrenHouse |
publishDate |
2017 |
url |
https://doi.org/10.14516/fde.572 https://doaj.org/article/6a3e33d4ca87487da98a8137a5748fab |
genre |
anishina* First Nations |
genre_facet |
anishina* First Nations |
op_source |
Foro de Educación, Vol 15, Iss 23, Pp 121-138 (2017) |
op_relation |
http://www.forodeeducacion.com/ojs/index.php/fde/article/view/572 https://doaj.org/toc/1698-7799 https://doaj.org/toc/1698-7802 1698-7799 1698-7802 doi:10.14516/fde.572 https://doaj.org/article/6a3e33d4ca87487da98a8137a5748fab |
op_doi |
https://doi.org/10.14516/fde.572 |
container_title |
Foro de Educación |
container_volume |
15 |
container_issue |
23 |
container_start_page |
121 |
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1766404971341807616 |