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Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education Svalastog, Anna Lydia; Wilson, Shawn, 1966-; Hansen, Ketil Lenert

Abstract

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.

Item Metadata

Title
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education
Creator
Svalastog, Anna Lydia; Wilson, Shawn, 1966-; Hansen, Ketil Lenert
Publisher
Multidisciplinary Digital Publishing Institute
Date Issued
2021-10-11
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.
Subject
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
Genre
Article
Type
Text
Language
eng
Date Available
2021-11-09
Provider
Vancouver : University of British Columbia Library
Rights
CC BY 4.0
DOI
10.14288/1.0403352
URI
http://hdl.handle.net/2429/80166
Affiliation
Arts and Social Sciences, Irving K. Barber Faculty of (Okanagan); Non UBC; Community, Culture and Global Studies, Department of (Okanagan)
Citation
Education Sciences 11 (10): 627 (2021)
Publisher DOI
10.3390/educsci11100627
Peer Review Status
Reviewed
Scholarly Level
Faculty
Rights URI
https://creativecommons.org/licenses/by/4.0/
Aggregated Source Repository
DSpace

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Rights

CC BY 4.0