We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Decolonising non-violence: what Indigenous wisdom traditions contribute to non-violence teacher education.
- Authors
Quiroga, Gaston Bacquet
- Abstract
Knowledge systems and social philosophies from Indigenous communities in the Global South have long promoted non-violence through a sense of shared humanity and community building, and as such are valid counter-hegemonic alternatives to the existing colonial, Eurocentric model of knowledge production in use. This article details the contributions made by two specific Indigenous wisdom traditions - ubuntu and Buen Vivir - to a non-violence education teacher training programme in Chile framed within decolonial epistemologies. Using participatory workshops as a method, this study sought to offer Chilean trainee teachers a set of tools to explore issues of discrimination and exclusion and to deal with tensions arising from these issues informed by non-violent approaches. Participants read and reflected on how these wisdom traditions could contribute to their own teaching practice and later planned and facilitated a session with their peers to help them develop awareness on the principles of ubuntu and Buen Vivir. Results show paradigm shifts in three areas: individual versus collective action; their perception of human interconnectedness and of our interconnectedness with the environment; and how these perspectives could inform their teaching practice to foster greater inclusiveness.
- Subjects
CHILE; NONVIOLENCE; TEACHER education; TEACHER educators; DECOLONIZATION; COLLECTIVE action; TEACHER training; WISDOM
- Publication
International Journal of Development Education & Global Learning, 2023, Vol 15, Issue 2, p69
- ISSN
1756-5278
- Publication type
Article
- DOI
10.14324/IJDEGL.15.2.01