Knowledges and Knowing: Indigenous and Alternative Knowledges and the Western Canon

By Andrew Hickey and Jon Austin.

Published by The International Journal of Science in Society

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A shift in the way that knowledge is understood and recognised has been occurring in the Western academy in recent years. Marked by significant works from within the academy, such as those by Connell (2008), Denzin and Lincoln (2005), and Kincheloe and Semali (1998), and from a growing acknowledgment of theorists, academics and activists from outside the canon, the understanding of knowledge systems and ways of knowing different to that from the West has gathered momentum. This paper will explore some of the key tenets of recent writing in the engagement of ‘indigenous’ and ‘alternative’ knowledge systems in terms of ‘border’ theory, whilst charting a direction for research methodologies that engage and remain respectful to epistemologies and ways of knowing alternative to those of the Western academy.

Keywords: Knowledge, Epistemologies of Knowledge, Philosophy of Science, Indigenous Knowledge, Alternative Knowledge

The International Journal of Science in Society, Volume 2, Issue 2, pp.83-88. Article: Print (Spiral Bound). Article: Electronic (PDF File; 490.133KB).

Dr. Andrew Hickey

Lecturer- Cultural Studies and Social Theory, Faculty of Education, University of Southern Queensland, Toowoomba, Queensland, Australia

Andrew Hickey is a member of the Centre for Research in Transformative Pedagogy and Lecturer in Social Theory and Cultural Studies in the Faculty of Education, USQ. He has published in the areas of identity, representation politics, critical pedagogy and qualitative research methodologies and is the author of (Re)Presenting Education (with Jon Austin), published by Pearson in 2006. Andrew has also undertaken work with indigenous communities in New Zealand and Australia, fieldwork in metropolitan spaces in Australia, New Zealand and PR China, and is active in scholarship on racial and ethnic identities, whiteness studies, community identities and social geographies.

Jon Austin

Associate Professor, Faculty of Education, University of Southern Queensland, Toowoomba, Queensland, Australia

Jon Austin is an Associate Professor and member of the Centre for Research in Transformative Pedagogy in the Faculty of Education at the University of Southern Queensland. His current academic and research interests reside broadly within the areas of cultural studies and critical pedagogy: identity & difference; postcolonial and decolonial praxis; and transformative pedagogies. He is the editor and co-author of three books (Culture & Identity 2005, Re-Presenting Education 2006, and Educating for Healthy Communities 2007). His doctoral work was in the area of whiteness and white identity.