The Value Of Indigenous Education In Education For Sustainable Development

1201 Words3 Pages
bulb-icon

Recommended: Dismerits and merits of indigenous education

The pacific are scattered with islands divided into three groups and classified as Polynesian, Micronesian and Melanesia. These islands are surrounded by thousands of corals, atolls and the vast pacific sea. Due to these setting the pacific islanders, for thousands of years have adapted well to their environment and has sustain their development through their generations. Though the environment are sometimes harsh through natural disasters such as tidal waves, cyclone, hurricane and flood they are able to sustain their life by their great knowledge known as indigenous knowledge which has been past knowledge down from generation to generation. This essay will critically analyze the value of indigenous in Education for sustainable development. Highlight major events which can sustain indigenous knowledge such as dancing, music, artifacts, sharing, orally and also technology.
Indigenous knowledge is defined as local ideas, skills and understanding which had been discovered by our ancestors (Stension, M. 2006, P. 64-65). These local skills, knowledge, ideas and understanding have been unknown in education now a day but they are value, and also make education more meaningful. There are a lot of local skills which our people of Tuvalu used in the past in order to survive such as skills of fishing, healing, predicting weather forecast and the skill of planting garden. They have been practiced these local knowledge and also educated individuals since they were young.
According to Stension (2006) indigenous skills of fishing was been passed down from generation to generation contribute to the development of people survival (p. 65). It also helps individuals to be educated and provide families need and want (p. 65-66). For example in Tuvalu...

... middle of paper ...

...to apply in order to survive.
Moreover Hunt (1969) considers that teachers must include indigenous knowledge in formal education as part of the curriculum. This is due to the fact of individuals was been encourage now a day to attend formal school. In the classroom teachers must integrate indigenous knowledge into individual subjects. For example indigenous knowledge of weaving mat can be including in the art and craft. The skills of forecasting weather can be including in basic science. This is the only chance which individuals can involve in sustaining local knowledge. Supported by Tausie (1980, p. 35) individual learn western knowledge such as English language in the classroom which dominated our traditional lifestyle. As teachers it is our responsibility to relate children to learn their indigenous knowledge so that they can sustain their indigenous knowledge.

Show More
Related

  • Sherman Alexie's This Is What It Means to Say Phoenix, Arizona

    1559 Words  | 4 Pages

    Breidlid, Anders. "Culture, Indigenous Knowledge Systems And Sustainable Development: A Critical View Of Education In An African Context." International Journal Of Educational Development 29.2 (2009): 140-148. Academic Search Premier. Web. 2 May 2014.”

    Read More

  • The Kawaiisu A Great Basin Native tribe

    1027 Words  | 3 Pages

    By analyzing the Kawaiisu, a Great Basin Native tribe, I want to explore cultural wonders and observe their society as I compare an aspect of interest with that of another culture in the world, the Chuuk. Comparing different societies of the world will allow me to successfully learn about the Kawaiisu people in a more detailed and open minded manner. Populations all around the world throughout time have had different views and traditions of beliefs. Through this project, I hope to unravel and gain an understanding of different perspectives and ways of life.

    Read More

  • Aboriginal Self Government

    1354 Words  | 3 Pages

    This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First

    Read More

  • Aboriginal Education Essay

    1462 Words  | 3 Pages

    For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.

    Read More

  • Poverty In America: Native American Tribes

    1320 Words  | 3 Pages

    "Status and Trends in the Education of American Indians and Alaska Natives." National Center for Educational Statistics. N.p., n.d. Web. 18 Sept. 2012. .

    Read More

  • Funds of Knowledge and Outcomes Among Native American Students

    2663 Words  | 6 Pages

    Funds of Knowledge (FoK) is that knowledge which is shared among cultures, communities, and families. A part of that shared knowledge is language, how we learn, how we communicate, how we interact socially. In order to effectively teach students, teachers need to know what skill sets Native American students bring with them into the classroom, and understand how to effectively build on those skills (Aguirre et al., 2012). This is essential to addressing the current crises endemic within American Indian education. Teachers should know the social and cultural norms that are expected and taught in the homes and communities of their students as this crucial information will enable teachers to consistently access and respond their students’ FoK (Hedges, Cullen & Jordan, 2011; McLaughlin & Barton, 2012)

    Read More

  • Importance Of Country And Story

    1417 Words  | 3 Pages

    To the indigenous community, country and story creates a strong cultural identity and is the starting point to their education. The second outcome; connected with and contribute to their world, is shown through the experience and learning of the indigenous culture and the history of the country and land they live in. Outcome three; strong sense of wellbeing is shown through enhancing indigenous children’s wellbeing socially, culturally, mentally and emotionally through learning about their heritage, country and history through the stories passed down through generations and gaining a sense of belonging and self identity. Both outcome four and five; confident and involved learners and effective communicators are important as they show a unity and understanding between the indigenous culture through learning about the country and stories together about the indigenous

    Read More

  • Polynesian Culture Essay

    1276 Words  | 3 Pages

    The Polynesian peoples have a lifestyle quite different than that of any other culture, as living on an island requires a level of flexible adaptability in order to cope with such a different, sometimes difficult environment. We see the way diverse cultures build their lives around their circumstances and how they respect them in their cultural myths and stories. The Polynesian legends emphasize the physical environment that they live in. They are quite different than any other region in the world, but the beauty and individuality of the Polynesian culture is prominent as seen in their mythology.

    Read More

  • The Argonauts by Malinowski

    1594 Words  | 4 Pages

    This quote also describes my first imergency into Malinowski’s ethnography, ‘’Argonauts of the western pacific.’’ It was uncharted waters, and I was left stranded on a beach of an unknown field with only my books to make for friends. This paper will give account of my thoughts as they appeared and evolved on several key issues through the book, concentrating on, what I deduced, to be of either paramount importance to the ‘’Malinowski experience’’ in the archipelagos of Melanesian New Guinea, or to be points of academic debate between me and the author and his work. Firstly, I will explore the position towards the ethnographer and his task in field work, giving account of Malinowski’s contribution to the field of social anthropology as well as providing some contrary opinion. Secondly, I will engage with the ‘’Primitive Economic Man’’ and Malinowski’s critic of him, leading to the depiction of the Kula and its ways, where I will look at how the author approached the system (and the structure) and how that approach had influenced his later observations and analysis. Finally I will look at the functionalists’ perspective on the local soci...

    Read More

  • Professor Elias Kary Applied Anthropology

    1220 Words  | 3 Pages

    The lecture provided by Professor Elias Kary on the nineteenth of November merely was a recapitulation and overview of the previous lecture, plus a summarization of the past few weeks of class lecture/material. There was an overview of Applied Anthropology and how “anthropologists have a practical place in solving problems.” (Kary 2015) There was an overview of colonialism; the Maori and Moriori of New Zealand; and the history of anthropology itself. There was a foray into the work of Charles Mann and revisionist history, particularly from the point of view of his book 1491. World systems were discussed at some length and a short overview of the film from previous class session. Then the professor went into the structure and what the class needed to provide for the final paper the next week; class then concluded early on account of the large paper due.

    Read More

  • The Mae Enga

    3145 Words  | 7 Pages

    Over the centuries the Enga people of Papua New Guinea have adapted certain cultural characteristics to cope with varying environmental and social changes. Some aspects of the Enga peopleís lives that have shown the most cultural adaptation to the surrounding ecosystem are their horticultural practices, system of tribal warfare and clan organization. Through these adaptations, the Enga have gained ways to regulate their population, reduce their risk, control, communal resources, and regulate the environment through rituals. In our paper, we will look at each of these aspects of Enga culture and how they allow the Enga people to live within the environment constraints they are faced with.

    Read More

  • Class Reflection on Study of Indigenous People

    1287 Words  | 3 Pages

    When I first came into this class, introduction to indigenous studies, I was uncertain of what to expect but really interested. Part taking in my major towards history and noticed this class I immediately pounced on it as I was quite interested and very pleased. I have been paying attention to many circumstances going on with the indigenous people, their land and culture over the past few years. As even into the first day of class it opened my eyes to a whole new way of life, situations and much much more that indigenous people have went through and are still going through taking my perception much more in-depth, and I cant belief how astonished I am already only six weeks into the course.

    Read More

  • Education and Egalitarianism in America

    4693 Words  | 10 Pages

    The American educator Horace Mann once said: "As an apple is not in any proper sense an apple until it is ripe, so a human being is not in any proper sense a human being until he is educated." Education is the process through which people endeavor to pass along to their children their hard-won wisdom and their aspirations for a better world. This process begins shortly after birth, as parents seek to train the infant to behave as their culture demands. They soon, for instance, teach the child how to turn babbling sounds into language and, through example and precept, they try to instill in the child the attitudes, values, skills, and knowledge that will govern their offspring's behavior throughout later life. Schooling, or formal education, consists of experiences that are deliberately planned and utilized to help young people learn what adults consider important for them to know and to help teach them how they should respond to choices. This education has been influenced by three important parts of modern American society: wisdom of the heart, egalitarianism, and practicality... the greatest of these, practicality. In the absence of written records, no one can be sure what education man first provided for his children. Most anthropologists believe, though, that the educational practices of prehistoric times were probably like those of primitive tribes in the 20th century, such as the Australian aborigines and the Aleuts. Formal instruction was probably given just before the child's initiation into adulthood -- the puberty rite -- and involved tribal customs and beliefs too complicated to be learned by direct experience. Children learned most of the skills, duties, customs, and beliefs of the tribe through an informal apprenticeship -- by taking part in such adult activities as hunting, fishing, farming, toolmaking, and cooking. In such simple tribal societies, school was not a special place... it was life itself. However, the educational process has changed over the decades, and it now vaguely represents what it was in ancient times, or even in early American society. While the schools that the colonists established in the 17th century in the New England, Southern, and Middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion.

    Read More

  • Essay On Indigenous Knowledge

    1066 Words  | 3 Pages

    Indigenous Knowledge (IK) can be broadly defined as the knowledge and skills that an indigenous (local) community accumulates over generations of living in a particular environment. IK is unique to given cultures, localities and societies and is acquired through daily experience. It is embedded in community practices, institutions, relationships and rituals. Because IK is based on, and is deeply embedded in local experience and historic reality, it is therefore unique to that specific culture; it also plays an important role in defining the identity of the community. Similarly, since IK has developed over the centuries of experimentation on how to adapt to local conditions. That is Indigenous ways of knowing informs their ways of being. Accordingly IK is integrated and driven from multiple sources; traditional teachings, empirical observations and revelations handed down generations. Under IK, language, gestures and cultural codes are in harmony. Similarly, language, symbols and family structure are interrelated. For example, First Nation had a

    Read More

  • Te Reo Maori

    1863 Words  | 4 Pages

    The Te Tiriti o Waitangi was a contract that Maori people believe to be an acknowledgement of their existence and their prior occupation to the land, give respect to their language, culture and belief and “it established the regime not for uni-culturalism, but for bi-culturalism” (Sorrenson, 2004 p. 162). This essay discusses the historical events, attitudes and beliefs regarding Te reo Maori, its relationship to the Te Tiriti o Waitangi and the significance of bicultural practice in early childhood education.

    Read More

More about The Value Of Indigenous Education In Education For Sustainable Development

Open Document