TY - JOUR
T1 - Indigenous knowledges and the story of the bean
AU - Brayboy, Bryan
AU - Maughan, Emma
PY - 2009
Y1 - 2009
N2 - 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.
AB - 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.
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U2 - 10.17763/haer.79.1.l0u6435086352229
DO - 10.17763/haer.79.1.l0u6435086352229
M3 - Article
AN - SCOPUS:64749114011
SN - 0017-8055
VL - 79
SP - 1
EP - 21
JO - Harvard Educational Review
JF - Harvard Educational Review
IS - 1
ER -