Land, Water, Mathematics, and Relationships

Indigenous epistemologies view a person as a whole, interconnected to land, in relationship to others. Knowledge is subjective and collective. However, hegemonic western knowledge created dualism that are perpetuated through western schooling with detrimental effects on Indigenous knowledge systems and livelihood. The dualisms separate mind from body, body from nature, and spirit from matter which led to western schooling practices that support goals of settler colonialism including dispossession of Indigenous peoples from their lands. This article presents theoretical and conceptual discussions, personal reflections, and relationship-building the authors engaged while creating decolonizing and Indigenous syllabi in the fields of environmental studies, philosophy, and mathematics education at the university level. Engaging these processes disrupts the separation created through western dualisms and move toward reconnection as an initial step in creating decolonizing curricula, shifting dominant curricula organized through the logics of settler colonialism, to curricula that envision and support Indigenous nations and sovereignty.

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Studies on May 26, 2021, available at: http://www.tandfonline.com/doi/abs/10.1080/00131946.2021.1892690.

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Work Title Land, Water, Mathematics, and Relationships
Subtitle What Does Creating Decolonizing and Indigenous Curricula Ask of Us?
Access
Open Access
Creators
  1. Hollie A. Kulago
  2. Wayne Wapeemukwa
  3. Paul J. Guernsey
  4. Matthew Black
Keyword
  1. settler colonialism
  2. curriculum
  3. Indigenous pedagogy
  4. decolonizing pedagogy
  5. critical consciousness
License CC BY 4.0 (Attribution)
Work Type Article
Publisher
  1. Educational Studies - AESA
Publication Date May 26, 2021
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/00131946.2021.1892690
Deposited August 08, 2022

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Version 1
published

  • Created
  • Added FINAL_MANUSCRIPT_LAND_WATER.pdf
  • Added Creator Hollie A. Kulago
  • Added Creator Wayne Wapeemukwa
  • Added Creator Paul J. Guernsey
  • Added Creator Matthew Black
  • Published
  • Updated Work Title, Keyword, Description Show Changes
    Work Title
    • Land, Water, Mathematics, and Relationships
    • ! Land, Water, Mathematics, and Relationships
    Keyword
    • settler colonialism, curriculum, Indigenous pedagogy, decolonizing pedagogy, critical consciousness
    Description
    • <p>Indigenous epistemologies view a person as a whole, interconnected to land, in relationship to others. Knowledge is subjective and collective. However, hegemonic western knowledge created dualism that are perpetuated through western schooling with detrimental effects on Indigenous knowledge systems and livelihood. The dualisms separate mind from body, body from nature, and spirit from matter which led to western schooling practices that support goals of settler colonialism including dispossession of Indigenous peoples from their lands. This article presents theoretical and conceptual discussions, personal reflections, and relationship-building the authors engaged while creating decolonizing and Indigenous syllabi in the fields of environmental studies, philosophy, and mathematics education at the university level. Engaging these processes disrupts the separation created through western dualisms and move toward reconnection as an initial step in creating decolonizing curricula, shifting dominant curricula organized through the logics of settler colonialism, to curricula that envision and support Indigenous nations and sovereignty.</p>
    • Indigenous epistemologies view a person as a whole, interconnected to land, in relationship to others. Knowledge is subjective and collective. However, hegemonic western knowledge created dualism that are perpetuated through western schooling with detrimental effects on Indigenous knowledge systems and livelihood. The dualisms separate mind from body, body from nature, and spirit from matter which led to western schooling practices that support goals of settler colonialism including dispossession of Indigenous peoples from their lands. This article presents theoretical and conceptual discussions, personal reflections, and relationship-building the authors engaged while creating decolonizing and Indigenous syllabi in the fields of environmental studies, philosophy, and mathematics education at the university level. Engaging these processes disrupts the separation created through western dualisms and move toward reconnection as an initial step in creating decolonizing curricula, shifting dominant curricula organized through the logics of settler colonialism, to curricula that envision and support Indigenous nations and sovereignty.
  • Updated Work Title Show Changes
    Work Title
    • ! Land, Water, Mathematics, and Relationships
    • Land, Water, Mathematics, and Relationships