Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education
This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an...
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ftmdpi:oai:mdpi.com:/2227-7102/11/10/627/ 2023-08-20T04:09:39+02:00 Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education Anna Lydia Svalastog Shawn Wilson Ketil Lenert Hansen 2021-10-11 application/pdf https://doi.org/10.3390/educsci11100627 EN eng Multidisciplinary Digital Publishing Institute https://dx.doi.org/10.3390/educsci11100627 https://creativecommons.org/licenses/by/4.0/ Education Sciences; Volume 11; Issue 10; Pages: 627 Indigenous studies and education education and colonialism Sámi studies gender inequality sexism and education epistemology and education autoethnography critical theory and reflexivity narrative ethics and education Text 2021 ftmdpi https://doi.org/10.3390/educsci11100627 2023-08-01T02:55:35Z This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant. Text Sámi MDPI Open Access Publishing Education Sciences 11 10 627 |
institution |
Open Polar |
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MDPI Open Access Publishing |
op_collection_id |
ftmdpi |
language |
English |
topic |
Indigenous studies and education education and colonialism Sámi studies gender inequality sexism and education epistemology and education autoethnography critical theory and reflexivity narrative ethics and education |
spellingShingle |
Indigenous studies and education education and colonialism Sámi studies gender inequality sexism and education epistemology and education autoethnography critical theory and reflexivity narrative ethics and education Anna Lydia Svalastog Shawn Wilson Ketil Lenert Hansen Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
topic_facet |
Indigenous studies and education education and colonialism Sámi studies gender inequality sexism and education epistemology and education autoethnography critical theory and reflexivity narrative ethics and education |
description |
This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant. |
format |
Text |
author |
Anna Lydia Svalastog Shawn Wilson Ketil Lenert Hansen |
author_facet |
Anna Lydia Svalastog Shawn Wilson Ketil Lenert Hansen |
author_sort |
Anna Lydia Svalastog |
title |
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
title_short |
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
title_full |
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
title_fullStr |
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
title_full_unstemmed |
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education |
title_sort |
knowledge versus education in the margins: an indigenous and feminist critique of education |
publisher |
Multidisciplinary Digital Publishing Institute |
publishDate |
2021 |
url |
https://doi.org/10.3390/educsci11100627 |
genre |
Sámi |
genre_facet |
Sámi |
op_source |
Education Sciences; Volume 11; Issue 10; Pages: 627 |
op_relation |
https://dx.doi.org/10.3390/educsci11100627 |
op_rights |
https://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.3390/educsci11100627 |
container_title |
Education Sciences |
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11 |
container_issue |
10 |
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627 |
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1774723243489361920 |