Border Crossing Knowledge Systems: A PNG Teacher's Autoethnography

Medi Reta

doi:10.1375/S1326011100000983

Authors

Medi Reta James Cook University

DOI:

https://doi.org/10.1375/S1326011100000983

Abstract

Narratives have always been integral to Indigenous knowledge transfer. In this autoethnography the author shares her border crossings between her Indigenous knowledge systems and the often dominant Western knowledge system. Pertinent to these experiences are the stark contrasts that exist between the two knowledge systems and their educational goals. This paper opens up space for conversation amongst those educators who are keen to learn and enhance their teaching and learning experiences in schools, particularly of those students whose cultural background differs from their own.

Downloads

Download data is not yet available.

References

Adeyemi M. B., & Adeyinka A. ( 2002). Some key Issues in African traditional educaation. McGill Journal of Education, 37( 2), 223– 240.

Bridges D., Asgedom A., & Kenaw S. ( 2004). From “deep knowledge” to the “light of reason”: Sources for philosophy of education in Ethiopia. Comparative Education, 40( 4), 531– 544.

Castellano M. B. ( 2002). Updating of Aboriginal traditions of knowledge. In Dei G. J. S., Hall B. L. & Rosenberg D. G. (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world(pp. 21– 36.). Toronto, ON: University of Toronto Press.

Dei G. J. S. ( 2002). Rethinking the role of Indigenous knowledges in the academy. US Department of Education, Educational Resources Information Center (ERIC) Toronto, ON: US Department.

Gorjestani N. ( 2000). Indigenous knowledge for development. Retrieved 22 February 2010, from http://www.worldbank.org/afr/ik/ikpaper_0102.pdf.

Houston J. ( 2007). Indigenous autoethnography: Formulating our knowledge, our way. The Australian Journal of Indigenous Education, 36( S), 45– 50.

Kroeber A. L., & Huckhohn C. ( 1952). Culture: A critical review of concepts and definitions. Harvard University Peabody Museum of American Archaeology and Ethnology Papers, 47.

McNamara V. ( 1976). High school selection and the breakdown of village society. In Thomas E. B. (Ed.), Papua New Guinea education(pp. 67– 76.). Melbourne, VIC: Oxford University Press.

Nabobo-Baba U. ( 2006). Knowing and learning and Indigenous Fijian approach. Suva: Institute of Pacific Studies University of South Pacific.

Narakobi B. ( 1989). Law and custom in Melanesia. Suva Goroka: Institute of Pacific Studies The Melanesian Institute for Pastoral and Socio-Economic Service.

Reed-Danahay D. (Ed). ( 1997). Autoethnography rewriting the self and the social. Oxford: Berg.

Semali L., & Kincheloe J. ( 1999). Preface and Introduction. In Semali L. & Kincheloe J. (Eds.), What is indigenous knowledge? voices from the academy(pp. xi– 57). Philadelphia, PA: Falmer Press.

Smith L. T. ( 1999). Decolonising methodologies: Research and Indigenous peoples. Dunedin, New Zealand: Zed Books.

Sparkes A. ( 2002). Autoethnography: Self-indulgence or something more?In Bochner A. P. & Ellis C., Ethnographically speaking: Autoethnography, literature, and aesthetics(pp. 209– 232.), New York, NY: Altamira Press.