Towards equity: privileging Indigenous knowledges in education research

Towards equity: privileging Indigenous knowledges in education research

Extract: When we think of empirical research, we think of things we can observe. Empirical research, as conceived within a Western scientific framework, is discussed in this chapter by addressing the Eurocentric basis of research and the curriculum. It is now imperative to consider how to enrich sociological theory and find new ways of revealing innovative knowledge in educational research. This chapter highlights the role Indigenous knowledges and theories have in informing educational research and knowledge production. Indigenous Standpoint Theories (IST), situated within Indigenous knowledge paradigms, goes beyond Western research as this encompasses our way of knowing and being in the world. Foley and Rigney conclude that Indigenous research must work to free our people from oppressive barriers and reflect our lived experiences as Indigenous people. IST positions our people as knowledge holders and speaks to the significance of critically situating ourselves in relation to that knowledge.