Keywords
concaminar
trabajo en comunidad
desempeño de docentes Indigenous knowledge
Concaminar
Community work
Teacher performance
How to Cite
Abstract
The four co-authors, university professors with indigenous and gringa descent, point out that we live in a historical moment in which we need to recognize indigenous knowledge and share it if we want to live together and survive the climatic and social difficulties we live. We reflect on a program that we co-design with having brought 10 teachers from the United States to Mexican indigenous lands. Highlight the concept we theorize here, the concaminar - which is to be able to accompany, both physically and metaphorically - towards indigenous knowledge. In spite of the challenges that we live, we do recognize the value of the interdependence of the experience that we live together until we declare that we see even more necessary the objective of concaminating in education processes.
References
Battiste, M. (2000). Introduction: Unfolding the lessons of colonization. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. xvi-xxx). Vancouver: The University of British Columbia.
Bonfil Batalla, G. (2007). México profundo: Reclaiming a civilization. Austin, TX: University of Texas Press.
Boylorn, R. M., & Orbe, M. P. (Eds.). (2013). Critical autoethnography: Intersecting cultural identities in everyday life. Walnut Creek, CA: Left Coast Press.
Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.
Harvey, D. (2005). A brief history of neoliberalism. Oxford, England: Oxford University Press.
Kasun, G. S., & Lee, H. K. (2017). From “blissfully unaware” to “another perspective on hope”: An Indigenous knowledge study abroad program’s impacts on the ways of knowing of pre-service transnational English language learner teachers. Teacher Education & Practice 30(3), p. 425-442.
Kasun, G. S., & Saavedra, C. M. (2016). Disrupting ELL teacher candidates' identities: Indigenizing teacher education in one study abroad program. TESOL Quarterly, 50(3), 684-707.
Medin, D. L., & Bang, M. (2014). Who's asking: Native science, western science, and science education. Cambridge, MA: The MIT Press.
Moore, J. W. (2015). Capitalism in the web of life: Ecology and the accumulation of capital. New York, NY: Verso.
Palmer, D. K., & Menard-Warwick, J. (2012). Short-term study abroad for Texas preservice teachers: On the road from empathy to critical awareness. Multicultural Perspectives(1), 17-26.
Peat, F. D. (2005). Blackfoot physics. Boston, MA: Weiser Books.
Shlling, D. (2018). In M. K. Nelson & D. Shilling (Eds.), Traditional ecological knowledge: Learning from indigenous practices environmental sustainability (pp. 3-14). Cambridge: Cambridge University Press.
Spring, J. (2015). Globalization of education. In J. Spring (Ed.), Globalization of education: An introduction (2nd ed., pp. 1-31). New York: Routledge.
Taylor, A. (2009). Introduction. In Indigeneity in the Mexican cultural imagination (pp. 1-11). Tucson: University of Arizona Press.
Smith, L. T. (2005). Building a research agenda for indigenous epistemologies and education. Anthropology & Education Quarterly, 36(1), 93-95.
Wall Kimmerer, R. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teaching of plants: Milkweed Editions.
Wall Kimmerer, R. (2018). Mishkos Kenomagwen, the lessons of grass: Restoring reciprocity with the good green Earth. In M. K. Nelson & D. Shilling (Eds.), Traditional ecological knowledge: Learning from indigenous practices environmental sustainability (pp. 27-56). Cambridge: Cambridge University Press.
Whyte, K. (2018). What do indigenous knowledges do for indigenous peoples? In M. K. Nelson & D. Shilling (Eds.), Traditional ecological knowledge: Learning from indigenous practices for environmental sustainability (pp. 57-84). Cambridge: Cambridge University Press.