Transforming education, transforming society: The co-construction of critical peace education and Indigenous education

Abstract

This article seeks to contribute to the link between critical peace education and Indigenous education from an Indigenous international and comparative education perspective. The article first reviews the marginalization of critical peace education and Indigenous education. By bringing forward areas of common interest between peace education and Indigenous education, the need for specific strategies involving mutual exchange and resulting in co-construction of education using both approaches is emphasized. Although peace education is not widely discussed in Indigenous or American Indian education, this article proposes a conversation between Indigenous community members, scholars, educators and other stakeholders in order to encourage collaboration towards the shared goal of education for the purposes of social transformation

Keywords:

• critical Indigenous education
• Indigenous knowledge and peace education
• Indigenous community education
• Indigenous social transformation

Notes

1. 2000 National Indian Education Association, Rural Schools and Communities Trust Native American sites strand meetings, Billings, Montana.

2. This article uses the term Indigenous according to the description provided by the United Nations Permanent Forum on Indigenous Issues at www.unpfii.com. The term Indian or American Indian is used to describe US populations according to the authors cited.

3. For more information on resiliency studies, see Roots of Resilience, conducted by McGill University in partnership with Canadian Aboriginal communities. http://www.rootsofresiliency.com

4. Intimidation as symbolic violence related to broader social structures (Bourdieu 2003, 51).