Mary Buffon

Indigenous Knowledge Approach

Summary:
The four articles provided a range of similar views, strategies and approaches to Indigenous
knowledge. The ideas presented by the four authors compare in a range of ways, highlighting and
presenting a range of new understandings in regards to Indigenous Knowledge that had not been
evident for the writer before.

All authors recognise the language barriers that are faced by many Indigenous students and their
families in our classrooms today. Agrawal (1995), Appana (2011), Brayboy & Maughan (2009) and
Hewson & Ogunniyi (2011) all hold similar views in that language is a crucial factor in the ultimate
success of students in the classroom. All authors identify that language is an element that teachers
need to take time to explore, whilst building student-teacher relationships to acknowledge, and
provide ways to eliminate language barriers in their classroom and their students education.

Agrawal (1995) explores how Indigenous knowledge is often seen as problematic in todays society.
The author suggests this can be attributed to the modern day technology, with many people believing
the Indigenous Knowledge is out-dated. However, all four authors, Agrawal (1995), Appana (2011),
Brayboy & Maughan (2009) and Hewson & Ogunniyi (2011), recognise the importance of
acknowledging the differences in both Indigenous Knowledge and the Western World, but emphasise
the importance of taking the time and opportunities with your students to find the similarities within
the two groups. The authors understand and acknowledge the important notion for teachers to be able
to combine both the Indigenous and Western Knowledge into one curriculum to respect both the
similarities and differences between each culture.

Appana (2011) explores how the relevance of the school curriculum can be quite excluding and
daunting for a large number of Indigenous students, an explanation to the growing numbers of
Indigenous students leaving school at an early age. The curriculum exclusion begins with the contrast
between the Indigenous views and the Western world views. Appana (2011) highlights the emphasis
the Western world put on facts and producing knowledge to progress society, where as, the Indigenous
world view of intelligence highlights value, spirituality and holistic views to maintain society. The
cultural exclusion and discrimination highlighted by Appana (2011) is ultimately affecting students
desire and will to go to school and succeed in their learning. All four authors therefore acknowledge
how the Indigenous knowledge approach should be used in complimentary with other approaches, due
to the complex nature of the curriculum. Brayboy & Maughan (2009) emphasises the power of the
Indigenous Knowledge approach and the range of possibilities it presents to students, with all authors
acknowledging this.