Indigenous knowledges and the story of the bean

Bryan Brayboy, Emma Maughan

Research output: Contribution to journalArticle

75 Citations (Scopus)

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 Knowhdge 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.

Original languageEnglish (US)
Pages (from-to)1-21
Number of pages21
JournalHarvard Educational Review
Volume79
Issue number1
StatePublished - Mar 2009

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ASJC Scopus subject areas

  • Education

Cite this

Indigenous knowledges and the story of the bean. / Brayboy, Bryan; Maughan, Emma.

In: Harvard Educational Review, Vol. 79, No. 1, 03.2009, p. 1-21.

Research output: Contribution to journalArticle

Brayboy, Bryan ; Maughan, Emma. / Indigenous knowledges and the story of the bean. In: Harvard Educational Review. 2009 ; Vol. 79, No. 1. pp. 1-21.
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