Production 1 - Revision history

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2020-02-01T11:28:10Z

‎Production 1

Hani at 11:27, 1 February 2020

2020-02-01T11:27:44Z

Hani at 11:17, 1 February 2020

2020-02-01T11:17:42Z

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2020-01-21T21:14:25Z

Created page with "In the reading presented by Brayboy and Maughan (2009) we are able to gain the perspective of indigenous knowledge and how it is a process intertwined with relationships and e..."

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In the reading presented by Brayboy and Maughan (2009) we are able to gain the perspective of indigenous knowledge and how it is a process intertwined with relationships and experiences. Indigenous Knowledge is able to take experiences and discovery as a form of knowledge in comparison to the traditional firm concept of “knowledge” that is rigid and unvarying. Indigenous Knowledge grows from the lived experiences of people and values involvement and practice. This is constantly over looked in the traditional form of teaching. Having physical involvements in knowledge allows knowledge to spark from values and experiences. This allows for students to come to their own conclusions and to develop their own ways of learning. When this is done the student has a connection to what they have learned and how they feel. Developing relationships with concepts is difficult when there is only one way shown or one set of information that is not open to interpretation. In the Bachelor of Education program the students are encouraged to experience different forms of solving problems or coming to solutions instead of relying on a basic formula provided by the teacher. In doing this it encourages future teachers to do the same for their students so they can make connections and have a relationship with their work. Emphasis is greatly placed on knowledge being something that should be experienced and absorbed not something you possess because of an institution. This realization is what allows the deep connections to form and the “gaps” to be filled. It oddly brings reminder to the phrase give a man a fish and he will not be hungry for the day but teach a man to fish and he will never be hungry again. This form of learning truly encourages more than just giving formulas or information instead it is about learning why and how the formula will get you the answer.
However, the reading also emphasizes that the knowledge is not opposite western knowledge, “Indigenous Knowledge fills the ethical and knowledge gaps in Eurocentric education, research and scholarship.” In understanding this they realize that including the experiences and lives of indigenous people is a way to find a meeting point between western education and Indigenous Knowledge. In the Mitchell et al reading the theme is similar. “Dagu is a space where difference creates spaces of possibility through conversation and reflection. It is the engagement with diverse perspectives/knowledge that unsettles, complicates, perturbs and calls for further conversation” This acknowledge that there is no right or wrong form of opinion but that differences can work together to fill the gaps and creates conversation. As educators it is important to acknowledge that different views and forms of learning should be part of the classroom. Remaining on the stance that education can only be received in certain ways is only hindering the students from meaningful connections and learning and without this acknowledgement educators are not giving their students the tools they need to succeed in a diverse learning environment.

← Older revision		Revision as of 11:28, 1 February 2020
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	==Production 1==		==Production 1==
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−	Some of the ideas based on the story of the Bean about indigenous knowledge emphasizes the importance of indigenous learning compared to other forms of learning like traditional and western knowledge. Indigenous learning makes individuals be analytic thinkers due the rootless it has, to my idea indigenous people are owners of the land so they are familiar with the environment and climate changes that occurred in their area that is why they said indigenous knowledge is tied to the land and within the reading, Henry was called in order to show teachers ways in which the learning helps their school children to knowledge that relates to their everyday lives. Indigenous people see learning indigenous knowledge in schools will make their children practice their language and culture.
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−	The indigenous knowledge learning system is more practical than theory. As a critically engaged educator, I can certainly see the advantage of taking lessons through practical, particularly the analysis of the bean-plant experiment. With these, learners will be able to gain first- hand knowledge by doing and seeing how changes occur stage by stage and it fully leads learners to gain skills and experience based on the experiment taken. The author made me understand that indigenous knowledge is also handed down in the family-lines from generation to generation (as traditional). Where one of the female teacher-student has shared her experience based on the knowledge of the sky and the patterns of the stars “knowledge comes from experience.” Where she discussed when to plant and what kind of seeds to plant at a specific time by looking at the constellations of the stars.
−	This is also a concern shared (Chika E, 2019) where she said that indigenous communities are known to have intimate knowledge of their phenomena, much very well than an educated person from the Western world. Her was to mainstream indigenous knowledge in all fields of study and to her evidence was, she carried out an experiment by comparing indigenous knowledge techniques and western knowledge techniques in the field of agriculture and later on she founded that, the one with indigenous system yielded thrice than the with the Western system. Really these reminded me of a story my grandfather used to tell us during our early ages. Our grandfather used to predict the rains by looking at stars. Saying as if certain kinds of stars appear on a certain side of the sky, we will receive rain together winds by telling us together around him by looking at the sky and so on…

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 Some of the ideas based on the story of the Bean about indigenous knowledge emphasizes the importance of indigenous learning compared to other forms of learning like traditional and western knowledge. Indigenous learning makes individuals be analytic thinkers due the rootless it has, to my idea indigenous people are owners of the land so they are familiar with the environment and climate changes that occurred in their area that is why they said indigenous knowledge is tied to the land and within the reading, Henry was called in order to show teachers ways in which the learning helps their school children to knowledge that relates to their everyday lives. Indigenous people see learning indigenous knowledge in schools will make their children practice their language and culture.
 The indigenous knowledge learning system is more practical than theory. As a critically engaged educator, I can certainly see the advantage of taking lessons through practical, particularly the analysis of the bean-plant experiment. With these, learners will be able to gain first- hand knowledge by doing and seeing how changes occur stage by stage and it fully leads learners to gain skills and experience based on the experiment taken. The author made me understand that indigenous knowledge is also handed down in the family-lines from generation to generation (as traditional). Where one of the female teacher-student has shared her experience based on the knowledge of the sky and the patterns of the stars “knowledge comes from experience.” Where she discussed when to plant and what kind of seeds to plant at a specific time by looking at the constellations of the stars.
 This is also a concern shared (Chika E, 2019) where she said that indigenous communities are known to have intimate knowledge of their phenomena, much very well than an educated person from the Western world. Her was to mainstream indigenous knowledge in all fields of study and to her evidence was, she carried out an experiment by comparing indigenous knowledge techniques and western knowledge techniques in the field of agriculture and later on she founded that, the one with indigenous system yielded thrice than the with the Western system. Really these reminded me of a story my grandfather used to tell us during our early ages. Our grandfather used to predict the rains by looking at stars. Saying as if certain kinds of stars appear on a certain side of the sky, we will receive rain together winds by telling us together around him by looking at the sky and so on…

← Older revision	Revision as of 11:17, 1 February 2020
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	+	Some of the ideas based on the story of the Bean about indigenous knowledge emphasizes the importance of indigenous learning compared to other forms of learning like traditional and western knowledge. Indigenous learning makes individuals be analytic thinkers due the rootless it has, to my idea indigenous people are owners of the land so they are familiar with the environment and climate changes that occurred in their area that is why they said indigenous knowledge is tied to the land and within the reading, Henry was called in order to show teachers ways in which the learning helps their school children to knowledge that relates to their everyday lives. Indigenous people see learning indigenous knowledge in schools will make their children practice their language and culture.

	+	The indigenous knowledge learning system is more practical than theory. As a critically engaged educator, I can certainly see the advantage of taking lessons through practical, particularly the analysis of the bean-plant experiment. With these, learners will be able to gain first- hand knowledge by doing and seeing how changes occur stage by stage and it fully leads learners to gain skills and experience based on the experiment taken. The author made me understand that indigenous knowledge is also handed down in the family-lines from generation to generation (as traditional). Where one of the female teacher-student has shared her experience based on the knowledge of the sky and the patterns of the stars “knowledge comes from experience.” Where she discussed when to plant and what kind of seeds to plant at a specific time by looking at the constellations of the stars.
	+	This is also a concern shared (Chika E, 2019) where she said that indigenous communities are known to have intimate knowledge of their phenomena, much very well than an educated person from the Western world. Her was to mainstream indigenous knowledge in all fields of study and to her evidence was, she carried out an experiment by comparing indigenous knowledge techniques and western knowledge techniques in the field of agriculture and later on she founded that, the one with indigenous system yielded thrice than the with the Western system. Really these reminded me of a story my grandfather used to tell us during our early ages. Our grandfather used to predict the rains by looking at stars. Saying as if certain kinds of stars appear on a certain side of the sky, we will receive rain together winds by telling us together around him by looking at the sky and so on…

← Older revision		Revision as of 10:12, 1 February 2020
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−	In the reading presented by Brayboy and Maughan (2009) we are able to gain the perspective of indigenous knowledge and how it is a process intertwined with relationships and experiences. Indigenous Knowledge is able to take experiences and discovery as a form of knowledge in comparison to the traditional firm concept of “knowledge” that is rigid and unvarying. Indigenous Knowledge grows from the lived experiences of people and values involvement and practice. This is constantly over looked in the traditional form of teaching. Having physical involvements in knowledge allows knowledge to spark from values and experiences. This allows for students to come to their own conclusions and to develop their own ways of learning. When this is done the student has a connection to what they have learned and how they feel. Developing relationships with concepts is difficult when there is only one way shown or one set of information that is not open to interpretation. In the Bachelor of Education program the students are encouraged to experience different forms of solving problems or coming to solutions instead of relying on a basic formula provided by the teacher. In doing this it encourages future teachers to do the same for their students so they can make connections and have a relationship with their work. Emphasis is greatly placed on knowledge being something that should be experienced and absorbed not something you possess because of an institution. This realization is what allows the deep connections to form and the “gaps” to be filled. It oddly brings reminder to the phrase give a man a fish and he will not be hungry for the day but teach a man to fish and he will never be hungry again. This form of learning truly encourages more than just giving formulas or information instead it is about learning why and how the formula will get you the answer.	+
−	However, the reading also emphasizes that the knowledge is not opposite western knowledge, “Indigenous Knowledge fills the ethical and knowledge gaps in Eurocentric education, research and scholarship.” In understanding this they realize that including the experiences and lives of indigenous people is a way to find a meeting point between western education and Indigenous Knowledge. In the Mitchell et al reading the theme is similar. “Dagu is a space where difference creates spaces of possibility through conversation and reflection. It is the engagement with diverse perspectives/knowledge that unsettles, complicates, perturbs and calls for further conversation” This acknowledge that there is no right or wrong form of opinion but that differences can work together to fill the gaps and creates conversation. As educators it is important to acknowledge that different views and forms of learning should be part of the classroom. Remaining on the stance that education can only be received in certain ways is only hindering the students from meaningful connections and learning and without this acknowledgement educators are not giving their students the tools they need to succeed in a diverse learning environment.	+