At 256 pages, plus bibliography, this text is a viable option for educators to assign their students, as it is an easy read, it contains solid information on disparate education practices, and it will stimulate classroom discussion. Rethinking the role of Indigenous knowledges in the academy. Of particular interest is Chapter 6: Confucius and the Chinese Educational Heritage. Reagan invites us to be more open to diverse views of educational thought and practice which challenge our own ethnocentrism. The answer to this very reasonable question is actually quite simple: The biases inherent in the terms are in fact a significant and telling component of the phenomenon that we are concerned with studying. However, his book is a valuable reference source for anyone wishing to learn about cultural epistemologies.
An obvious solution to this problem is to use this text as an overview to point the reader in directions which interest her or him for this purpose non western educational traditions indigenous approaches to educational thought and practice is immensely valuable marie thormodsgard universite de montreal mariethormodsgard umontrealca. Chapter 7 traces the origins, uses, and valuable aspects, especially Vedic mathematics, of Hindu and Buddhist educational traditions. Trees of opportunity: rethinking Pacific education. Alternative approaches to educational thought and practice. Academic attainment and cultural values.
Local knowledge and wisdom in higher education. Reagan presents a variety of traditions and demonstrates how they are as valuable as Western traditions. This book provides a brief overview of several non-Western approaches to educational thought and practice. Another role of education in Non-Western and Western traditions is to prepare the child to function economically in the society. An interesting addition to this volume is the analysis of the culture of the Deaf-World.
An obvious solution to this problem is to use this text as an overview to point the reader in directions which interest her or him. For those of you who are teaching and want to incorporate non-western teaching practices and theories into your current curricula, this book has solid foundational background on a range of indigenous educational practices. Editor's Note: Dashed numbers in square brackets indicate the end of each page for purposes of citation. Reagan does do a good job of outlining core beliefs, but for an in-depth inquiry into North American Indigenous educational practices, further reading is necessary. Just as Rome and Greece left indelible marks upon the civilization of Europe, China influenced the cultures of East Asia for millennia. Currently Western societies generally decry such strong differentiation but vary in the extent to which they espouse and practice gender equality.
Non western educational traditions alternative approaches to educational thought and practice sociocultural political and historical studies in education 3rd edition kindle edition. Non-Western societies see themselves as helping the child become the kind of adult who will function effectively and appropriately in their society. Ultimately Reagan does not progress the ideas of the interaction of Non-Western and Western epistemologies, and possible dynamic hybrid developments, which is disappointing. His account of the evolution of education within each indigenous group resists seeing any cultural instruction as static. Reagan notes that this influence can mainly be seen through its educational system, which is rooted in Confucian thought.
Reforming biases is a commendable objective; however, a treatment of educational practices in relation only to their own evolution and the societies surrounding them often Western due to colonization would perhaps provide a more thorough conception of their value in and of themselves. Reagan draws together common threads in these traditional epistemologies contrasting them to Western epistemologies. Suva, Fiji, Institute of Education, University of the South Pacific. The book works to expand, not replace, current understandings of Western education, by examining approaches less familiar to Western education practitioners. At the same time he acknowledges his own ethnocentrism and the difficulties of moving beyond our own positionings. This focus is clearly political and sometimes also spiritual.
For this purpose, Non-Western Educational Traditions: Indigenous Approaches to Educational Thought and Practice is immensely valuable. Chapter 1 presents a theoretical foundation for the study of non-Western educational traditions. International Journal of Inclusive Education, 4 2 , 111-132. The assumptions and stereotypes that need to be challenged are already present, and if our language reflects them then it may be useful to recognize the biases that are inherent in the language that we use. File Name: Non Western Educational Traditions Indigenous Approaches To Educational Thought And Practice Sociocultural Political And Historical Studies In Education Hash File: c619a22f1caa52b33d4b24f29d48b9ee. Reagan produces scholarly accounts of the indigenous epistemologies of Africa, the Aztecs, North American Indians, the Rom, Chinese Confucians, Indian Hindus and Buddhists and of Islam the latter a much revised chapter in this edition.
Contains a 27-page bibliography and an index. He also sees Non-Western education as generally community-based and communal in nature, with child rearing and education seen as the social responsibility of all members of society, the central family unit bearing ultimate responsibility for the child and their education, with the concept of some adults being teachers and others not as alien. However, Reagan, due to the short length of the piece, does not go into sufficient detail on the differences between groups from the same continent or religious tradition. The writings focus on the tension between preserving local cultural identity and seeing education as a vehicle of social change, the personal cost of change, the dynamic interplay between different knowledges leading to the hybridity of knowledge, and the danger of another phase of colonialism due to the great imbalance and inequities in power in the concepts of multiculturalism and pluralism. The Contemporary Pacific, 13 1 , 55-88. This chapter is very interesting because many of the indigenous educational practices survived colonial conquest and displacement and are still used today.
Nine chapters deal with a wide variety of non-Western cultural and historical educational traditions. In all the Non-Western societies analyzed there was a strong gender differentiation with girls learning their future roles from their mothers and the boys from their fathers. Chapters 2-8 examine traditional, indigenous African educational thought and practice; Aztec education as a case study of indigenous education in Mesoamerica; the pre-Columbian North American Indian experience of education; educational thought and practice in imperial China, with emphasis on the role of the examination system; the Hindu educational tradition in India; the Buddhist educational tradition; and the Muslim educational heritage. This has led to a lack of clarity in Western society about the responsibilities of parents and the community for the education of the youth and a lack of focus on the civic education that characterises Non-Western education. Each chapter contains references, questions for reflection and discussion, and recommendations for further reading.