Why and how communities Learn by Observing and Pitching In: Indigenous axiologies and ethical commitments in LOPI

• Emma Elliott-Groves ^[1] ; Meixi ^[2]
  1. [1] University of Washington

     University of Washington

     Estados Unidos

     
  2. [2] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 3, 2022 (Ejemplar dedicado a: Learning as a community process of observing and pitching in / Aprender como un proceso comunitario de observar y acomedirse), págs. 567-588
• Idioma: inglés
• DOI: 10.1080/02103702.2022.2062916
• Títulos paralelos:
  • Cómo y por qué las comunidades Aprenden por medio de Observar y Acomedirse axiologías indígenas y compromisos éticos en el modelo LOPI
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Los sistemas de conocimiento indígenas (SCI), y las cualidades éticas sobre las que están basados, guían la interacción social y los procesos mediante los cuales niños y niñas indígenas aprenden el significado de ser una persona en el marco de la vida familiar y comunitaria. Utilizando el modelo del Aprendizaje por medio de Observar y Acomedirse (LOPI) como punto de partida, este artículo explora un estudio de caso en torno al fallecimiento de un miembro de una comunidad de la tribu Cowichan para poner de relieve cuatro aspectos éticos (relacionalidad, reciprocidad, responsabilidad y respeto) vinculados con: 1) la organización social de la comunidad, guiada por un sentido de conciencia comunitaria, y 2) la concepción indígena del tiempo y el espacio. Haciendo uso de la organización social de la comunidad y de los conceptos indígenas del tiempo y el espacio como temas en sentido amplio, pretendemos ilustrar el modo en que ciertos aspectos o cualidades éticas determinadas culturalmente guían toda interacción social y, por tanto, informan el aprendizaje y el desarrollo humano en general. Al incluir los valores éticos que guían las relaciones sociales en el modelo LOPI, educadores e investigadores podrían adquirir un conocimiento más profundo de cómo aprenden los niños en sus comunidades y de la forma en que la participación en las actividades comunitarias informa el autoconcepto.

  • English

    Indigenous Knowledge Systems and their underlying ethical qualities guide social interaction and the process by which Indigenous children learn what it means to be a person within family and community life. Using the Learning by Observing and Pitching In (LOPI) framework as a starting point, this paper explores a case study of a death in the Cowichan Tribes community to illuminate four ethical qualities (relationality, reciprocity, responsibility, respect) associated with (1) the social organization of the community guided by a sense of community consciousness and (2) Indigenous concepts of time and space. Using the social organization of the community and Indigenous concepts of time and space as broad themes, we aim to illustrate how culturally determined ethical qualities guide every social interaction and thus inform human development and learning, broadly. By including ethics that guide social relationships in the LOPI framework, educators and researchers may gain a deeper understanding of how children learn in communities and how their participation in community activities informs their sense of self.

• Referencias bibliográficas
  • Archibald, J., & Q’um, Q. X. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. UBC Press.
  • Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2015). Community based design research: Learning across generations and strategic...
  • Bang, M., Marin, A., Medin, D., & Washinawatok, K. (2015). Learning by observing, pitching in, and being in relations in the natural world....
  • Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education...
  • Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National working...
  • Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1–21.
  • Brayboy, B. M. J., Gough, H. R., Leonard, B., Roehl, R. F.,II, & Solyom, J. A. (2012). Reclaiming scholarship: Critical indigenous research...
  • Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. First edition. Kivaki Press. https://eric.ed.gov/?id=ED375993
  • Cajete, G. (2000a). Native science: Natural laws of interdependence. Clear Light Publishers.
  • Cajete, G. (2000b). Indigenous knowledge: The Pueblo metaphor of Indigenous education, and M. Battiste (Ed.), Reclaiming Indigenous voice...
  • Deloria, V.,Jr. (1979). The metaphysics of modern existence. Harper & Row.
  • Elliott-Groves, E., Fryberg, S. A. (2019). A future denied for young Indigenous people: From social disruption to possible futures. In E....
  • Massey, D. (2005). For space. Sage Publications Incorporated.
  • Nicholls, R. (2009). Research and Indigenous participation: Critical reflexive methods. International Journal of Social Research Methodology,...
  • Paradise, R., & de Haan, M. (2009). Responsibility and reciprocity: Social organization of mazahua learning practices. Anthropology &...
  • Pelletier, W. (1969). Childhood in an Indian Village. New England Free Press.
  • Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2–3), 69–81.
  • Rogoff, B., Mejía-Arauz, R., & Correa-Chávez, M. (2015). A cultural paradigm - Learning by observing and pitching in. In M. Correa-Chávez,...
  • Rogoff, B., & Mejía-Arauz, R. (2022). The key role of community in Learning by Observing and Pitching in to family and community endeavours...
  • Rogoff, B., Najafi, B., & Mejía-Arauz, R. (2014). Constellations of cultural practices across generations: Indigenous American heritage...
  • Simpson, L. (2017). As we have always done. University of Minnesota Press.
  • Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd.
  • Urrieta, L. J. (2015). Learning by observing and pitching in and the connections to native and indigenous knowledge systems. In M. Correa-Chávez,...