The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers: Critical Analysis Through the Lens of the Theory of Social Justice

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Author(s): Maluleka Khazamula Jan (University of South Africa, South Africa)
Copyright: 2021
Pages: 16
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch089

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

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The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers: Critical Analysis Through the Lens of the Theory of Social Justice

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