A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

Justine Nabaggala
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引用次数: 2

Abstract

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.
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对支持土著知识方式的教学结构和策略的个人观点
这篇文章简要介绍了我来自哪里,以及我在非洲和北美的经历如何构成了将我定义为视觉艺术教育家的“教学哲学”。我反思了后殖民时代的“非殖民化”概念,以此来确定可能的教学实践替代方案。承认我的知识包含了“西方”和“本土”的认识方式,这给我作为一名艺术教育家提出了一个问题,即如何设计和实施包含情境体验的教学法,以便在正规教育中实现有意义的学习。最后,我要指出,如果教育工作者不能更牢固地掌握他们对知识和学习的学术立场,乌干达教育部门的任何变化,特别是在视觉艺术教育和实践方面,都不会产生任何影响。制定具体的方法,将西方和土著知识体系的不同本体论、认识论和价值论立场以及艺术教学法结合起来,以促进学习,这将要求教育工作者制定自下而上的结构和战略,以便从不同地方社区的价值观、信仰和认识方式中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
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