ERIC Number: ED460282
Record Type: Non-Journal
Publication Date: 2000-Sep-23
Reference Count: N/A
Taking Down the Walls: Communities and Educational Research in Canada's 21st Century. NALL Working Paper.
To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over, most often disciplinary knowledge. Within and around disciplinary walls are the walls of theory. Community in the context of the discussion means the creation of spaces that allow difference to be a constant, unpredictable part of who we are together. A pilot project, A Pedagogy of the Land (POL), is an example of current research in an attempt to take down the walls. POL involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. POL addresses walls by taking the university a faculty member out of the walls of the campus. It begins from the premise that traditional knowledge has most often been pushed outside the epistemological walls of academe by being given inequitable status and prestige. What happens on the island in the north where POL is located is discourse that has been inaccessible to the English language, arises from the land, and is constructed by the people who have lived there since time immemorial. (Contains 13 references.) (YLB)
Descriptors: Adult Education, Canada Natives, Chippewa (Tribe), Colleges, Cultural Activities, Cultural Education, Cultural Maintenance, Culturally Relevant Education, Demonstration Programs, Developed Nations, Discourse Communities, Educational Research, Educational Researchers, Epistemology, Field Studies, Foreign Countries, Indigenous Populations, Informal Education, Instruction, Nonformal Education, School Community Relationship, Theory Practice Relationship, Tribally Controlled Education
For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/17takingdown .htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Identifiers - Location: Canada