Harvard Educational Review
  1. Spring 2009 Issue »

    Indigenous Knowledges and the Story of the Bean

    Bryan McKinley Jones Brayboy and Emma Maughan
    In this article, Bryan McKinley Jones Brayboy and Emma Maughan explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems, the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, considers diverse knowledge systems equally, and equips teachers to make connections between various schooling practices and knowledge systems. Through the “story of the bean,” in which an Indigenous student teacher reconceptualizes a science lesson from a more holistic perspective, the authors illustrate the wealth of understanding and insight that Indigenous teachers bring to the education of Indigenous students, and they depict the possibilities for pre-service teaching programs in which university staff honor the inherent value of Indigenous perspectives.

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    Bryan McKinley Jones Brayboy is an enrolled member of the Lumbee Tribe of North Carolina. He is Borderlands Associate Professor of Educational Leadership and Policy Studies at Arizona State University and Visiting President’s Professor of Education at the University of Alaska Fairbanks. Most recently his research has been focused on exploring the role of Indigenous Knowledge systems in the academic experiences of Indigenous student, staff, and faculty. His research has appeared in journals such as Anthropology and Educational Quarterly, Journal of Black Studies, Review of Educational Research, Review of Research in Education, and The Urban Review.

    Emma Maughan is an adjunct professor in the School of Teacher Education and Leadership at Utah State University. Previously she worked as a research associate at the Center for the Study of Empowered Students of Color, University of Utah. Her research interests include epistemologies and knowledge systems, writing in the university, American Indian education, and race in education. She is the recent coauthor of a chapter in Structure and Agency in the Neoliberal University and an article scheduled to appear in the Review of Research in Education.


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    Spring 2009 Issue

    Abstracts

    Indigenous Knowledges and the Story of the Bean
    Bryan McKinley Jones Brayboy and Emma Maughan
    Latino Students’ Transitions to College
    A Social and Intercultural Capital Perspective
    Anne-Marie Nuñez
    Identity Development and Mentoring in Doctoral Education
    Leigh A. Hall and Leslie D. Burns
    Symposium: Education and Violent Political Conflict
    Introduction
    Symposium: Identity versus Peace
    Identity Wins
    Zvi Bekerman
    Symposium: Citizenship Competencies in the Midst of a Violent Political Conflict
    The Colombian Educational Response
    Enrique Chaux
    Symposium: War News Radio
    Conflict Education through Student Journalism
    Emily Hager
    Symposium: The Other Side of the Story
    Israeli and Palestinian Teachers Write a History Textbook Together
    Shoshana Steinberg and Dan Bar-On
    Symposium: Curriculum and Civil Society in Afghanistan
    Adele Jones
    Symposium: Educational Reconstruction “By the Dawn’s Early Light”
    Violent Political Conflict and American Overseas Education Reform
    Noah W. Sobe
    Symposium: The Social (and Economic) Implications of Being an Educated Woman in Iran
    Mitra Shavarini
    Symposium: Interview with Jacques Bwira Hope Primary School Kampala, Uganda
    The Editors

    Book Notes

    So Much Reform, So Little Change
    by Charles M. Payne

    Corridor Cultures
    by Maryann Dickar

    In a Reading State of Mind
    by Douglas Fisher, Nancy Frey, and Diane Lapp