Naturalizing Indigenous Knowledge in Eurocentric Education

Abstract

Indigenous Knowledge (IK) is part of the collective genius of humanity of Indigenouspeoples that exists in the context of their learning and knowing from the places wherethey have lived, hunted, explored, migrated, farmed, raised families, builtcommunities, and survived for centuries despite sustained attacks on the peoples,their languages, and cultures. The primary source of IK is in Indigenous languagesand teachings that make every child unique in his or her learning capacities, learningstyles, and knowledge bases. In IK, learning is viewed as a sacred and holistic, as wellas experiential, purposeful, relational, and a lifelong responsibility. Traditions,ceremonies, and daily observations are all integral parts of the learning process,allowing for spirit-connecting processes to enable the gifts, visions, and spirits toemerge in each person. The best approach to learning and understanding IK is in thedynamic linguistic foundations of Indigenous frameworks and paradigms. Thisarticle, then, seeks to center the intellectual activation of IK by the first generation ofIndigenous scholars, professionals, and activities that have created the Indigenousrenaissance. The article concludes by identifying some current promising practicesthat are seeking to naturalize IK in Canadian education through applications built onrespectful and appropriate strategies.