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Abstract

Methodologically, this study aligns with the analytical philosophy and the indigenous standpoint and cultural interface theory. This study found that the education system itself is contaminated with colonial legacy and historical ontology of ‘State'. The recommendations are the participation of indigenous people in deciding their education and making curricula. Although the location of this study is remote and rural, this phenomenon occurs in many countries. Therefore, this research would contribute to efforts in this regard over the world to merge humanity.

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Most cited references 33

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Righting Wrongs

G. Spivak (2004)

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Indigenous and Decolonizing Studies in Education: Mapping the Long View

Linda Smith (2018)

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Beyond Epistemic Provincialism: De-provincializing Indigenous resistance

Cash Ahenakew, Vanessa Andreotti, Garrick Cooper … (2014)

This article is part of a transnational collaboration between Indigenous scholars concerned about the provincialization of Indigenous struggles within modern metaphysics. This can be seen at work in notions of land as property, tribe as (modern) nation, and sovereignty as anthropocentric agency grounded on rational choice. Drawing on critiques of modernity articulated by Latin American scholars, as well as Indigenous scholars exploring the limits of current forms of political resistance, we argue that this modern metaphysics generates a form of politics that neglects an important existential dimension of Indigenous heritages. We use Indigenous education as an example to affirm that epistemic provincialization has been both necessary and problematic in the current context. We argue that the limitations of strategies for recognition, representation and redistribution need to be complemented by existential insights that can revitalize possibilities of existence based on ancestral wisdom and on the urgency of considering our shared fate in a finite planet facing unprecedented challenges.