Indigenous Knowledges and the Story of the Bean
Document Type
Article
Journal/Book Title/Conference
Education for a Multicultural Society
Volume
79
Issue
1
Publisher
Harvard Educational Review
Publication Date
1-1-2011
First Page
1
Last Page
21
Abstract
In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems,the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems. Through the "story of the bean," in which an Indigenous student teacher reconceptualizes a science lesson from a more holistic perspective,the authors illustrate the wealth of understanding and insight that Indigenous teachers bring to the education of Indigenous students, and they depict the possibilities for pre-service teaching programs in which university staff honor the inherent value of Indigenous perspectives.
Recommended Citation
Brayboy, B. M. J., & Maughan, E. (2011). Indigenous Knowledges and the Story of the Bean. In K. P. Afolabi, C. Bocala, R. C. Diaquoi, J. M. Hayden, I.A. Liefshitz, and S. S. Oh (Eds.), Education for a multicultural society. Cambridge, MA: Harvard Educational Review.
