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2.6: Indigenous knowledge [Part 7] (2:05)

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Aboriginal Worldviews and Education

Universidad de Toronto

4.7 (78 calificaciones) | 5.2K estudiantes inscritos

Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education.

Revisiones

4.7 (78 calificaciones)

5 stars
61 ratings
4 stars
14 ratings
3 stars
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2 stars
1 ratings

DR

Aug 16, 2018

I feel like, I understand my Heritage and myself like never before. This class has been invaluable in learning much what has been lost in my family.

LC

Mar 22, 2017

I found this course was very interesting and a great learning tool and I am glad I would recommend this course to people Ni:Awen

De la lección

Aboriginal Worldviews Colliding with Newcomers

The description goes here

2.1.1: Stereotyping [Part 1] (4:27)4:27

2.1.2: Stereotyping [Part 2] (13.29)13:29

2.1.3: Stereotyping [Part 3] (8:23)8:23

2.1.4: Stereotyping [Part 4] (16:12)16:12

2.1.5: Stereotyping [Part 5] (13:45)13:46

2.2: Wab Kinew on the soapbox (0:30) + (1:45)0:31

2.3: The relationship develops (16:21)16:21

2.4: A walk through history (0:36) + (2:00)0:36

2.5: Using RCAP wheel to look at relationship (8:06)8:08

2.6: Indigenous knowledge [Part 1] (0:58)0:58

2.6: Indigenous knowledge [Part 2] (2:30)2:30

2.6: Indigenous knowledge [Part 3] (6:17)6:17

2.6: Indigenous knowledge [Part 4] (4:43)4:43

2.6: Indigenous knowledge [Part 5] (4:34)4:34

2.6: Indigenous knowledge [Part 6] (8:41)8:41

2.6: Indigenous knowledge [Part 7] (2:05)2:05

2.6: Indigenous knowledge [Part 8] (3:25)3:25

2.6: Indigenous knowledge [Part 9] (4:11)4:11

2.7: Wampum (1:22)1:22

2.8: Interview with Angela Mashford-Pringle [Part 1] (10:18)10:18

2.8: Interview with Angela Mashford-Pringle [Part 2] (12:02)12:02

2.8: Interview with Angela Mashford-Pringle [Part 3] (13:40)13:41

Lecture: 2.9 Rethinking the relationship (1:40) + (13:55)1:40

Week 3 Activity: Loss Thought Piece6:29

Impartido por:

Jean-Paul Restoule
Associate Professor

Transcripción

Castellano also describes sources of indigenous knowledge. So where, where is this knowledge coming from? And the first source that she describes is traditional sources of knowledge and what. What this is means is, kind of the body of stories and, and ceremonies and practices and, and knowledge that elders will transmit orally to the next generation. So there's. It's that collective wisdom that's told in the stories, that's described and modeled and practiced in the actions of those others. So we learn that knowledge, that traditional know-, knowledge from, from the modeling behavior and from the stories that are told. It's important because it's not just the content that is passed on in the, in this way, traditionally. But its values and beliefs about how to be so prescriptions for behavior as well, come through this, this passing on of knowledge in a traditional fashion so that, That the values, the resources, the content, the practices that have as their origin, you know, some, some, some amount of practice or engagement in the past is now being passed on to the current generation, whether it's through story, through practices and modeling that those elders are doing. So it's a traditional source in that the community is continuing to engage with the stories and the practices. They're taking it up in the present moment but it has as it's, as it's source as, the, the place where it's being passed on is that. Older generation, and that's the traditional component that Castellano's talking about.

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