Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education

• Published in: Education sciences Vol. 11; no. 10; pp. 627 - 642
• Main Authors: Svalastog, Anna Lydia, Wilson, Shawn, Hansen, Ketil Lenert
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 2021; MDPI
• Subjects: Autobiographies; autoethnography; Barriers; Catholics; Colonialism; Community Relations; Critical Theory; critical theory and reflexivity; Criticism; Cultural Context; Culturally Relevant Education; education and colonialism; Education history; Educational Change; Educational History; Educational Practices; Empathy; Epistemology; epistemology and education; Ethics; Ethnic Studies; Ethnography; Exegesis & hermeneutics; Feminism; Gender Bias; Gender Discrimination; gender inequality; Gender Issues; Gender studies; Government School Relationship; Grief; Indigenous Knowledge; Indigenous Populations; Indigenous studies and education; Knowledge; Memory; narrative ethics and education; Narratives; Racial Bias; Reconciliation; Residential Schools; Resistance to Change; Sami studies; sexism and education; Society; Sámi studies; Teaching; Teaching Methods
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci11100627

This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant.