Authors :
Dan Frederick Orcherton
Volume/Issue :
Volume 8 - 2023, Issue 12 - December
Google Scholar :
http://tinyurl.com/mr3cub9z
Scribd :
http://tinyurl.com/ymus2rh9
DOI :
https://doi.org/10.5281/zenodo.10421585
Abstract :
This research explores the fusion of "Critical
Pedagogy of Place" and "Indigenous Education
Philosophy" to create a holistic pedagogical framework
within Instructional Theory, focusing on its application
in Distance Education, specifically within two Pacific
Island cultures. The study's objectives included
investigating culturally relevant instructional techniques,
strategies, and technologies for the Itaukei (Indigenous
Fijian) and ni-Vanuatu cultures, enhancing appreciation
for culturally sensitive pedagogical methods.
Methodologically, a qualitative inquiry
phenomenological approach was employed within a
constructivist paradigm, utilizing a comprehensive
qualitative scoping review and online literature search.
Key findings include the prioritization of cultural
inclusivity and indigenous knowledge integration in both
indigenous education philosophies and various
instructional approaches. Learner-centered methods like
constructivist andragogy and the learning cycle are
applicable and effective in distance education within
these cultures, aligning with indigenous learners' values
and preferences. Place-based education and critical
pedagogy of place are particularly pertinent, fostering a
deeper connection between education, local
environments, and social justice. Integrating digital
technologies in culturally responsive education bridges
geographical gaps and preserves cultural knowledge.
Lastly, blending Western and Indigenous Science,
influenced by a Two-Eyed Seeing approach, informs
pedagogy by combining Western and Indigenous
Science.
This research underscores the importance of
acknowledging cultural diversity and respecting
indigenous knowledge in distance education. It highlights
the value of learner-centered approaches, place-based
education, and technology integration. The study
enriches the educational experience within the Itaukei
and niVanuatu cultures and provides insights for
educators and policymakers aiming to bridge cultural
gaps in distance education.
This research explores the fusion of "Critical
Pedagogy of Place" and "Indigenous Education
Philosophy" to create a holistic pedagogical framework
within Instructional Theory, focusing on its application
in Distance Education, specifically within two Pacific
Island cultures. The study's objectives included
investigating culturally relevant instructional techniques,
strategies, and technologies for the Itaukei (Indigenous
Fijian) and ni-Vanuatu cultures, enhancing appreciation
for culturally sensitive pedagogical methods.
Methodologically, a qualitative inquiry
phenomenological approach was employed within a
constructivist paradigm, utilizing a comprehensive
qualitative scoping review and online literature search.
Key findings include the prioritization of cultural
inclusivity and indigenous knowledge integration in both
indigenous education philosophies and various
instructional approaches. Learner-centered methods like
constructivist andragogy and the learning cycle are
applicable and effective in distance education within
these cultures, aligning with indigenous learners' values
and preferences. Place-based education and critical
pedagogy of place are particularly pertinent, fostering a
deeper connection between education, local
environments, and social justice. Integrating digital
technologies in culturally responsive education bridges
geographical gaps and preserves cultural knowledge.
Lastly, blending Western and Indigenous Science,
influenced by a Two-Eyed Seeing approach, informs
pedagogy by combining Western and Indigenous
Science.
This research underscores the importance of
acknowledging cultural diversity and respecting
indigenous knowledge in distance education. It highlights
the value of learner-centered approaches, place-based
education, and technology integration. The study
enriches the educational experience within the Itaukei
and niVanuatu cultures and provides insights for
educators and policymakers aiming to bridge cultural
gaps in distance education.
