{"title":"A critical analysis of Māori cosmologies and the tyranny of epistemic western centrism","authors":"M. Skerrett","doi":"10.1080/09540253.2022.2152103","DOIUrl":null,"url":null,"abstract":"ABSTRACT In this article, I traverse Māori positionality informing Māori worldviews, alongside geohistorical navigational trajectories of knowledge. Drawing on ancestral travel which utilized sophisticated readings of stars, currents, winds, clouds, contexts and colours of the biodiversity to navigate, the concept of wayfinding as methodology and method is used to recentre mātauranga Māori (Māori knowledge). Mātauranga Māori accumulates in the continuum of time, past, present and future. There are many ways to capture knowledge. This article draws on ‘wayfinding’ through a critical analysis of mātauranga Māori and its denigration through imperialism. It is argued that unless educationalists lead a collective challenge, the masculinist, materialist, secular, individualistic, extractive western colonial project will continue to inflict harmful discourses on Indigenous peoples and lands. Decolonizing western epistemologies and ontologies challenge both this ongoing damage as well as the histories of denigration by seeking to restore and re-centre Māori ways of being, knowing, doing and relating.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"35 1","pages":"156 - 170"},"PeriodicalIF":2.0000,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gender and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09540253.2022.2152103","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT In this article, I traverse Māori positionality informing Māori worldviews, alongside geohistorical navigational trajectories of knowledge. Drawing on ancestral travel which utilized sophisticated readings of stars, currents, winds, clouds, contexts and colours of the biodiversity to navigate, the concept of wayfinding as methodology and method is used to recentre mātauranga Māori (Māori knowledge). Mātauranga Māori accumulates in the continuum of time, past, present and future. There are many ways to capture knowledge. This article draws on ‘wayfinding’ through a critical analysis of mātauranga Māori and its denigration through imperialism. It is argued that unless educationalists lead a collective challenge, the masculinist, materialist, secular, individualistic, extractive western colonial project will continue to inflict harmful discourses on Indigenous peoples and lands. Decolonizing western epistemologies and ontologies challenge both this ongoing damage as well as the histories of denigration by seeking to restore and re-centre Māori ways of being, knowing, doing and relating.
期刊介绍:
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.