Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-24T02:02:09.749Z Has data issue: false hasContentIssue false
  • English
  • Français

Border Crossing Knowledge Systems: A PNG Teacher's Autoethnography

Published online by Cambridge University Press:  22 July 2015

Medi Reta
Medi Reta*
Affiliation:
School of Education, James Cook University, Townsville, Queensland, 4811, Australia
Get access

Abstract

Narratives have always been integral to Indigenous knowledge transfer. In this autoethnography the author shares her border crossings between her Indigenous knowledge systems and the often dominant Western knowledge system. Pertinent to these experiences are the stark contrasts that exist between the two knowledge systems and their educational goals. This paper opens up space for conversation amongst those educators who are keen to learn and enhance their teaching and learning experiences in schools, particularly of those students whose cultural background differs from their own.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue 1 , 2010 , pp. 128 - 137
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adeyemi, M. B., & Adeyinka, A. (2002). Some key Issues in African traditional educaation. McGill Journal of Education, 37(2), 223–240.Google Scholar
Bridges, D., Asgedom, A., & Kenaw, S. (2004). From “deep knowledge” to the “light of reason”: Sources for philosophy of education in Ethiopia. Comparative Education, 40(4), 531–544.Google Scholar
Castellano, M. B. (2002). Updating of Aboriginal traditions of knowledge. In Dei, G. J. S., Hall, B. L. & Rosenberg, D. G. (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world (pp. 21–36.). Toronto, ON: University of Toronto Press.Google Scholar
Dei, G. J. S. (2002). Rethinking the role of Indigenous knowledges in the academy. US Department of Education, Educational Resources Information Center (ERIC) Toronto, ON: US Department.Google Scholar
Gorjestani, N. (2000). Indigenous knowledge for development. Retrieved 22 February 2010, from http://www.worldbank.org/afr/ik/ikpaper_0102.pdf.Google Scholar
Houston, J. (2007). Indigenous autoethnography: Formulating our knowledge, our way. The Australian Journal of Indigenous Education, 36(S), 45–50.Google Scholar
Kroeber, A. L., & Huckhohn, C. (1952). Culture: A critical review of concepts and definitions. Harvard University Peabody Museum of American Archaeology and Ethnology Papers, 47.Google Scholar
McNamara, V. (1976). High school selection and the breakdown of village society. In Thomas, E. B. (Ed.), Papua New Guinea education (pp. 67–76.). Melbourne, VIC: Oxford University Press.Google Scholar
Nabobo-Baba, U. (2006). Knowing and learning and Indigenous Fijian approach. Suva: Institute of Pacific Studies University of South Pacific.Google Scholar
Narakobi, B. (1989). Law and custom in Melanesia. Suva Goroka: Institute of Pacific Studies The Melanesian Institute for Pastoral and Socio-Economic Service.Google Scholar
Reed-Danahay, D. (Ed). (1997). Autoethnography rewriting the self and the social. Oxford: Berg.Google Scholar
Semali, L., & Kincheloe, J. (1999). Preface and Introduction. In Semali, L. & Kincheloe, J. (Eds.), What is indigenous knowledge? voices from the academy (pp. xi–57). Philadelphia, PA: Falmer Press.Google Scholar
Smith, L. T. (1999). Decolonising methodologies: Research and Indigenous peoples. Dunedin, New Zealand: Zed Books.Google Scholar
Sparkes, A. (2002). Autoethnography: Self-indulgence or something more? In Bochner, A. P. & Ellis, C., Ethnographically speaking: Autoethnography, literature, and aesthetics (pp. 209–232.), New York, NY: Altamira Press.Google Scholar