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Transforming education, transforming society: the co-construction of Indigenous education and peace education

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Abstract:

Aligned with the panel topic, “Classroom and Community Praxis in Critical Peace Education,” this presentation argues for the co-construction of critical peace education and Indigenous education. From an Indigenous comparative and international education perspective, the presenter will discuss the links between critical peace education and Indigenous education practices. Peace education and human rights education are not commonly used approaches in Indigenous education in the Americas, yet the presenter will argue that Indigenous education inherently embodies many of the principles of peace education and more specifically, critical peace education. Because Indigenous communities grapple with multiple issues and tensions, proposals for a collaborative dynamic have the potential to engage peace education as useful to Indigenous education when education is viewed as inextricable from social transformation. Equally, Indigenous structures of community education and Indigenous pedagogies that include unique and underrepresented worldviews, languages and traditions can inform peace education theories and practices through an Indigenous culturally and community-based approach towards educational design that values local knowledges. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches will be emphasized.
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Association:
Name: 56th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p547999_index.html
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MLA Citation:

Sumida Huaman, Elizabeth. "Transforming education, transforming society: the co-construction of Indigenous education and peace education" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p547999_index.html>

APA Citation:

Sumida Huaman, E. "Transforming education, transforming society: the co-construction of Indigenous education and peace education" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p547999_index.html

Publication Type: Panel Paper
Abstract: Aligned with the panel topic, “Classroom and Community Praxis in Critical Peace Education,” this presentation argues for the co-construction of critical peace education and Indigenous education. From an Indigenous comparative and international education perspective, the presenter will discuss the links between critical peace education and Indigenous education practices. Peace education and human rights education are not commonly used approaches in Indigenous education in the Americas, yet the presenter will argue that Indigenous education inherently embodies many of the principles of peace education and more specifically, critical peace education. Because Indigenous communities grapple with multiple issues and tensions, proposals for a collaborative dynamic have the potential to engage peace education as useful to Indigenous education when education is viewed as inextricable from social transformation. Equally, Indigenous structures of community education and Indigenous pedagogies that include unique and underrepresented worldviews, languages and traditions can inform peace education theories and practices through an Indigenous culturally and community-based approach towards educational design that values local knowledges. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches will be emphasized.


Similar Titles:
Transformational co-constructions of teacher-educators as literacy professional development leaders: A collaborative autoethnography

Co-constructing transnational narratives: Two educators examine fluid identities in/between/beyond societies and nations


 
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