Moral Landscape of Indigenous Knowledge in Learning, Initial Thoughts for Primary and Secondary Education
This entry explores how moral and character education programming in primary and secondary education has begun to recognize, affirm, and adduce indigenous knowledge and traditions and its potential contributions to curricula. In many instances, such developments have incorporated indigenous perspectives that are intended to inform how children and youth interface with one another – perspectives that are, ostensibly, religious in nature. Employing W.D. Ross’s (1930) Intuitionism, the manner in which indigenous perspectives on morality, faith, and reconciliation are explored. This entry will conclude with some discussion on the implications for teaching and learning.
In recent decades, indigenous histories, experiences, and perspectives have become increasingly more important to educational programming in primary, secondary, and post-secondary education. Many teachers, academics, and policy developers have...
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