A Aliança Internacional de Pesquisa Indígena (WIRA): Mediação e Mobilização de conhecimentos e aspirações educacionais dos povos indígenas

Autores

  • Paul Whitinui University of Otago
  • Onowa McIvor University of Victoria
  • Boni Robertson Griffith University
  • Lindsay Morcom Queen's University
  • Kimo Cashman University of Hawai’i
  • Veronica Arbon The University of Adelaide

DOI:

https://doi.org/10.14507/epaa.v23.2052

Palavras-chave:

educação indígena, internacional, auto-determinação, investigação em colaboração, aspirações, mobilização do conhecimento

Resumo

Há um ressurgimento da educação indígena, que ocorre em todo o mundo. Por mais de um século abordagens euro-ocidentais tem controlado a oferta e a qualidade da educação de e para os povos indígenas. A Aliança Internacional de Pesquisa Indígena (WIRA por sua sigla em Inglês), criada em 2012, é um movimento popular de acadêmicos indígenas apaixonados por contribuir para os povos indígenas e sua educação. WIRA tem como objetivo prestar serviços projetados por estudiosos indígenas que trabalham em instituições regulares para apoiar uns aos outros e proporcionar espaços culturalmente seguros para compartilhar idéias. Este documento destaca como WIRA se formou, e descreve a natureza e a extensão desses esforços compartilhados. Estrategicamente, WIRA opera sob o mandato do Consórcio Mundial para Educação Superior das Nações Indígenas (WINHEC por sua sigla em Inglês) que informe periodicamente a o Fórum Permanente da Assembleia Geral sobre Povos Indígenas das Nações Unidas sobre Questões Indígenas (UNPFII) pertencentes aos povos indígena e educação (Fórum Permanente sobre Questões Indígenas das Nações Unidas, 2007). De fato, esta colaboração oferece uma oportunidade para compartilhar as melhores práticas nos respectivos países, e para co-projetar uma pesquisa educacional interdisciplinar, dinâmica e inovadora. Desde o início do WIRA, uma série de prioridades de investigação surgiram com modelos de financiamento potenciais que achamos que poderiam ajudar o nosso trabalho comum. O lançamento da WIRA é uma oportunidade para acelerar as metas estabelecidas pela WINHEC e  para as aspirações dos povos indígenas à educação em geral.

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Biografia do Autor

Paul Whitinui, University of Otago

Paul Whitinui is from the Confederation of Tribes in the Far North (Ngā Puhi, Te Aupōuri, and Ngāti Kurī), and is currently an Associate Professor in Māori Teacher Education based in the College of Education, Dunedin, New Zealand.  Following a background in sport, physical education, health and teaching, Paul completed his doctorate in education at the University of Auckland in 2008 exploring the educational benefits of kapa haka (Māori performing art) for Māori students in mainstream secondary schools. Before arriving at Otago, and has lectured in community health, physical activity, fitness and education at the University of Waikato (2007-2011), as well as, Māori and Indigenous health and development at the University of Canterbury (2011-2012). 

Onowa McIvor, University of Victoria

Dr. Onowa McIvor is maskiko-nihiyaw from Norway House Cree Nation and also Scottish-Canadian on her father’s side. Onowa was raised in northern Saskatchewan and has been a visitor on Coast and Straits Salish territories for nearly 20 years. Onowa completed her Ph.D at the University of British Columbia in the Department of Language and Literacy Education in Adult Indigenous language learning. She has been the Director of Indigenous Education since 2008 and an Assistant Professor since 2012 in the Faculty of Education at the University of Victoria. Onowa’s research focuses on Indigenous language and cultural revitalization, sociocultural aspects of language learning and language education; second language acquisition; and cultural identity development and maintenance. However, her most important job is raising two young daughters with the help of her extended family.

Boni Robertson, Griffith University

Professor Robertson has worked in Indigenous Affairs and Indigenous Higher education at the State, National and International level for the past 37 years. She has been the Director of the Office Indigenous Community Engagement, Policy and Partnerships at Griffith University, Australia, for the past seven years, prior to which she held several Senior Advisory and Academic positions in Higher Education and Government. Professor Robertson’s interest is the Sociology of Education, Social Justice and Human Rights as it applies to Indigenous Nations. Professor Robertson has extensive experience working with communities in evidenced based research, addressing issues pertinent to the wellbeing and education of communities, and more specifically, women and children. Professor Robertson's research has had a significant impact on the development of policies regarding Indigenous Affairs. Professor Robertson's research   has also contributed broadly to enhancing the understanding of Indigenous issues in the broader non-Indigenous communities and to profiling the scholarship of Indigenous knowledge, knowledge systems and epistemology. 

Lindsay Morcom, Queen's University

Dr. Lindsay Morcom (Algonquin Metis, Bear Clan) is Assistant Professor, Queen’s University where she coordinates the Aboriginal Teachers Education Program.  She is an interdisciplinary researcher with experience in Education, Aboriginal languages, language revitalization, and linguistics.  She earned her Master’s degree in Linguistics from the University of Regina in 2006.  She then completed her doctorate in General Linguistics and Comparative Philology as a Rhodes Scholar at Oxford University in 2010.  Her main focus is on language education and immersion, and she studies this both in terms best practices in the classroom and policy development. She also researches in the areas of anti-racist education, land-based learning, Aboriginal perspectives on curriculum, and Aboriginal education in a Catholic school setting.

Kimo Cashman, University of Hawai’i

Dr. Cashman is an Associate Specialist in Native Hawaiian Education at the University of Hawaiʻi at Manoa College of Education where he serves as the Director of Aloha Kumu: Native Hawaiian Education and Research Alliance.  He taught at Nanakuli High and Intermediate School before coming to the University of Hawaiʻi in 2006. He teaches courses on qualitative research, Indigenous leadership, and art education. He currently lives in Wahiawa, Oʻahu with his wife and daughter. 

Veronica Arbon, The University of Adelaide

Associate Professor Veronica Arbon has been employed within tertiary education and particularly within Indigenous higher education for over 36 years. Dr. Arbon was the first Aboriginal Director of Batchelor Institute of Indigenous Tertiary Education and held one of the inaugural Chairs of Indigenous Knowledge Systems at Deakin University and after a short period of employment in at the University of Adelaide she returned to take up her present position in 2013. Focussed through Indigenous Knowledges and the quality of content, processes and practices within academic systems one of her doctoral studies is published as ‘Arlathirnda Ngurkarnda Ityirnda: Being-knowing-doing: De-Colonising Indigenous Tertiary Education. Dr. Arbon also holds a Bachelor of Arts, a Post Graduate Diploma in Educational Management and a Master of Education. As a multi-disciplinary researcher she works across adult education, student support in higher education, Aboriginal Women’s Wellbeing and family history/story, suicide intervention in Indigenous communities  and more recently climate change and how this may impact her local community. Dr. Arbon is a member of the National Aboriginal and Torres Strait Islander Indigenous Higher Education Advisory Council (NATSIHEC) and an invited member on a range of other committees while internationally, she is a member of the World Indigenous Nations Higher Education Consortium (WINHEC). Dr. Arbon is a proud Arabana woman from west of Kati Thanda - Lake Eyre in South Australia, who spent her early years in remote Australia particularly in the around Alice Springs and the Wilton/Roper River region of the Northern Territory before moving into Darwin.

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Publicado

2015-12-06

Como Citar

Whitinui, P., McIvor, O., Robertson, B., Morcom, L., Cashman, K., & Arbon, V. (2015). A Aliança Internacional de Pesquisa Indígena (WIRA): Mediação e Mobilização de conhecimentos e aspirações educacionais dos povos indígenas. Arquivos Analíticos De Políticas Educativas, 23, 120. https://doi.org/10.14507/epaa.v23.2052

Edição

v. 23 (2015)

Seção

Knowledge Mobilization in Education