Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentious. While many agree that it is something that is both threatened and valuable, there are enormous conceptual difficulties encountered in framing what, exactly, it is that IK proponents should be fighting to preserve. This chapter uses insights from James C. Scott’s work on legibility and Bruno Latour’s work in the sociology of knowledge to privilege what we call relative epistemological performativity. This framework stands in contrast to attempts to privilege problematic essentialist views of “indigenous,” “Western,” or “scientific” knowledge. With this framework we are able to challenge some of the “antipolitics” implicit in educational development agenda that promote cultural and cognitive homogeneity as well as find space for hybrids like using ICT to strengthen IK. Finally, we conclude that the profound differences in conceptualizing the epistemology and ontology of IK should not detract from widespread agreement on the need for pedagogical practices that protect threatened local languages, cultures, and ecological knowledge. Copyright © 2014 by Emerald Group Publishing Limited.
|Title of host publication||Annual review of comparative and international education 2014|
|Editors||Alexander W. WISEMAN, Emily ANDERSON|
|Place of Publication||Bingley|
|Publisher||Emerald Group Publishing Limited|
|Publication status||Published - 2014|
CitationMenefee, T., Asino, T. I. (2014). Beyond pure forms: Appraising the role of indigenous knowledge in teacher training. In A. W. Wiseman & E. Anderson (Eds.), Annual review of comparative and international education 2014 (pp. 23-35). Bingley: Emerald Group Publishing Limited.