Advancing the Case for Indigenous Education in Multidisciplinary Contexts

Abstract

This chapter addresses the situation where the traditional approach to education involves using foreign concepts and practices to the exclusion of authentic indigenous ideas. The history of Trinidad and Tobago and many islands of the Caribbean includes the rich cultural experiences of the original inhabitants. The authors propose that these cultural artifacts are genuine sources that can be used effectively as instructional approaches in multidisciplinary contexts. To further develop this argument, the researchers explore the concept of indigenous education as opposed to traditional education exemplified by apprenticeship, mentorship, and internship. They cite examples from educators in the Caribbean, New Zealand, and Australia, where indigenous practices are implemented and valued. Key concepts of inclusion, international collaboration, and multidisciplinary perspectives enhanced by digital technologies, underscore this innovative thrust in education. To balance their argument, the authors discuss relevant challenges and suggest ways for minimizing them. The formulation of the Innovative Initiative is framed by the theories and works of Bethel, Bronfenbrenner, Chesney and Bristol, Fullan, Gay, Ladson-Billings, Smith, Vygotsky, and Caribbean researchers such as Craig and Joseph. The chapter concludes with a call for the sustainability of indigenous educational practices as an important thrust in 21st century education and development.