Indigenous Education: Addressing current issues and developments
Indigenous Education: Addressing current issues and developments
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土著教育：解决当前问题和发展
DOI：
10.1080/03050060302549
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发表时间：
2003
影响因子：
3.3
通讯作者：
S. Aikman
中科院分区：
文献类型：
--
作者：
Stephen May;S. Aikman
本期《比较教育》特刊重点关注世界各地土著教育理论和实践的当前问题和发展。它汇集了被土著和非土著人民视为土著教育领域领先权威的土著和非土著作者，并探讨了正在推行土著教育举措的一系列截然不同的国家背景。这些论文由“传统”学术文章、更非正式的评论和自传性陈述组成。这种与通常学术惯例的背离并不是被轻视的。它源于对包含本土作家的实际声音的直接关注，以及将西方学术话语及其惯例定位为众多认识论传统之一的具体尝试，尽管它是一种极其强大和有影响力的传统。这并不是试图取消学术探究的合法性或“简化”学术探究，而是试图对其通常无可争议的规范优势和使用提出问题。事实上，西方知识的霸权建构和强加以及随之而来的土著知识的合法性丧失，特别是通过教育，是在座所有作者的核心关切，也是关于土著教育和土著政治权利的更广泛辩论的一个一致特征。在后一方面，虽然所有作者都关心土著人民的正规教育，这是这个问题的主要焦点，但他们的讨论也不可避免地涉及到更大的土著人民争取民主、社会正义和自决的斗争，而他们也是这些斗争的一部分。反过来，这些斗争又与土著人民及其语言和文化持续的社会、政治和教育少数化和边缘化甚至被剥夺有关，这是（主要是欧洲）殖民化的结果。
This special issue of Comparative Education focuses on current issues and developments in both the theory and practice of indigenous education from around the world. It draws together indigenous and non-indigenous authors who are recognised as leading authorities in the field of indigenous education, by indigenous and non-indigenous peoples alike, and explores a range of widely differing national contexts where indigenous educational initiatives are being pursued. The papers comprise a combination of 'traditional' academic articles, more informal commentary, and autobiographical statements. This departure from usual academic conventions was not taken lightly. It arises from a direct concern to include the actual voices of indigenous writers, alongside a specific attempt to situate western academic discourse, and its conventions, as only one of a number of epistemological traditions, albeit an extremely powerful and influential one. This is not an attempt to delegitimise or 'dumb down' academic enquiry, but it is an attempt to problematise its often unquestioned normative ascendancy and use. Indeed, the hegemonic construction and imposition of western knowledge and the concomitant delegitimation of indigenous knowledges, particularly via education, is a central concern of all of the authors represented here, as well as a consistent feature in wider debates on indigenous education and indigenous political entitlements. In this latter respect, while all the authors are concerned with formal education for indigenous peoples, the primary focus of this issue, their discussions are also inevitably situated in relation to larger indigenous struggles for democracy, social justice and self-determination, of which they form a part. These struggles relate, in turn, to the consistent social, political and educational minoritisation and marginalisation, even evisceration, of indigenous peoples, along with their languages and cultures, as the result of (predominantly European) colonisation.