INDIGENOUS LEARNING
Indigenous learning is a unique approach to education that emphasizes the importance of learning how to learn, developing intuitive understanding, and respecting time-tested traditions of learning. Indigenous learning is rooted in the idea that knowledge is situated in relationship to a location, experience, and group of people.
The Right Education
INDIGENOUS LEARNING
Learning How to Learn
One of the most important elements of Indigenous teaching and learning revolves around "learning how to learn". Learning how to learn is a key element in every approach to education. Therefore, the cultivation of the human capacities listening, observing, experiencing with all one's senses, developing intuitive understanding, and respecting time-tested traditions of learning naturally formed the basis for skills used in every process of Indigenous learning and teaching.
Oral Traditions and Cultural Context:
Indigenous learning involves oral traditions such as listening, watching, and imitating, as well as high levels of cultural context. Learning in Indigenous communities is a process that involves all members in the community. The learning styles that children use in their Indigenous schooling are the same ones that occur in their community context. These Indigenous learning styles often include observation, imitation, use of narrative/storytelling, collaboration, and cooperation.
Relationality and Interconnection:
Indigenous learning emphasizes the concept of relationality, which is the idea that we are all related to each other, to the natural environment, and to the spiritual world, and these relationships bring about interdependencies. Curriculum developers can apply the concept of relationality by creating learning opportunities that emphasize learning in relationships with fellow students, teachers, families, members of
the community, and the local lands.
Sacred and Secular:
Indigenous ontologies and epistemologies are rooted in worldviews that are inclusive of both the sacred and the secular. In Indigenous ontologies, the world exists in one reality composed of an inseparable weave of secular and sacred dimensions. In Western educational approaches, there is often a separation between the secular and the sacred, which can lead to a lack of understanding of Indigenous knowledge systems.
Community-Based Learning and Service:
Indigenous learning often involves community-based learning and service. This means that learning is situated in relationship to a location, experience, and group of people. Indigenous learning communities can provide a supportive environment for students to learn and grow, and can help to foster a sense of belonging and connection to the community.
Oral Traditions and Storytelling:
Indigenous teaching methods often involve oral traditions, such as listening, watching, and imitating. The use of narrative or storytelling is a common method of teaching and learning in Indigenous communities. Stories are used to pass on cultural knowledge, history, and values from one generation to the next.
INDIGENOUS MODEL
Place-Based Learning:
Harvest Christian University (HCU), has a non-traditional model that impacts educational quality:
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Practical, career-focused learning:
HCU emphasizes practical, career-focused education designed to prepare students for success in the modern workforce. This approach can potentially enhance educational quality by:
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Providing students with directly applicable skills
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Aligning curriculum with industry needs
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Improving employability of graduates
Flexible schedules:
2. The university offers flexible schedules to accommodate working adults and professionals. This can positively impact quality by:
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Increasing accessibility for non-traditional students
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Allowing students to balance work and education
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Potentially improving retention rates
3. Innovative curricula:
HCU develops curricula in collaboration with industry experts and regularly updates them to keep pace with job market demands. This approach may enhance quality through:
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Ensuring relevance of course content
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Incorporating cutting-edge industry practices
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Adapting quickly to changing workforce needs
4. Stance on accreditation:
HCU believes accreditation is not mandatory for providing quality education. While this allows for more autonomy, it could impact quality perception:
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Potential lack of external quality assurance
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May affect recognition of degrees by some employers or institutions
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Could limit access to certain types of funding or partnerships
5. Shorter degree programs:
HCU offers a 2-year program instead of a traditional 4-year degree. This could impact quality by:
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Potentially condensing curriculum, which may affect depth of study
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Reducing overall time spent on academic development
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Possibly limiting exposure to broader educational experiences
6. Focus on indigenous knowledge: As a Royal School, HCU integrates indigenous knowledge systems into its programs. This can enhance quality by:
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Providing culturally relevant education
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Preserving and promoting indigenous heritage
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Offering unique perspectives not found in traditional institutions
7. Autonomous governance:
Operating under a sovereign charter grants HCU autonomy in determining its educational approach and standards. This can impact quality by:
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Allowing for more innovative and flexible educational models
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Potentially lacking standardized quality control measures
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Enabling rapid adaptation to educational trends and student needs
8. Interdisciplinary approach:
HCU encourages cross-disciplinary research and collaboration, which can enhance quality through:
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Fostering innovative problem-solving skills
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Providing a more holistic educational experience
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Preparing students for complex real-world challenges
While HCU's non-traditional model offers several potential benefits in terms of practical skills, flexibility, and cultural relevance.
INDIGENOUS ATONOMY
Place-Based Learning:
Guideline for Harvest Christian University's Indigenous Education Rights and Autonomy
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Foundation of Rights:
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HCU's rights are grounded in Article 14 of the United Nations Declaration on the Rights of Indigenous Peoples, which emphasizes the right of indigenous peoples to establish and control their educational systems.
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As a sovereign institution, HCU asserts its right to self-govern and define its own educational standards and practices.
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Institutional Autonomy:
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HCU has the right to develop its own curriculum, teaching methodologies, and assessment criteria that align with indigenous knowledge systems and Christian values.
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The university can establish its own governance structure, including the appointment of chancellors, vice-chancellors, and presidents.
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Accreditation and Recognition:
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HCU may seek accreditation from indigenous accreditation bodies like the Kingdom of Hawaii Royal Accreditation Commission (KOHRAC) or the World Indigenous Nations Higher Education Consortium (WINHEC).
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The university has the right to define its own standards of academic excellence and institutional quality.
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Cultural Preservation and Integration:
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HCU has the right to integrate indigenous knowledge, languages, and cultural practices into all aspects of its educational programs.
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The university can establish programs specifically designed to preserve and promote indigenous heritage.
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Financial Independence:
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As an 'Exempt Charity', HCU has the right to seek funding through philanthropic and entrepreneurial endeavors without relying on state or federal funding.
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Legal Status:
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Operating under a Royal Charter, HCU maintains a unique legal status that grants it certain autonomies not afforded to traditional institutions.
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Educational Approach:
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HCU has the right to offer non-traditional education models, including shorter degree programs and practical, career-focused learning.
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Community Engagement:
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The university has the right to establish partnerships and collaborations with indigenous communities and other institutions that align with its mission.
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Honorary Degrees:
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HCU maintains the right to award and recall honorary degrees based on its own criteria and processes.
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Regulatory Compliance:
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While asserting its autonomy, HCU recognizes the need to comply with basic health, safety, and ethical standards required of educational institutions.
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International Recognition:
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HCU can seek recognition and partnerships with international bodies that support indigenous education rights.
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Dispute Resolution:
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The university has the right to establish its own internal mechanisms for dispute resolution and academic appeals.
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This guideline is based on the principles of indigenous sovereignty in education, the unique status of HCU as a Royal Chartered institution, and the international recognition of indigenous rights to self-determination in educational matters. It's important to note that while these rights are asserted, their practical application may vary depending on local, state, and federal laws and regulations.
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