A proposed model for creating authentic learning objects for indigenous learners

Abstract

Today’s educational environment is based on a very Eurocentric approach, which many Indigenous learners find as culturally irrelevant. This paper posits potential uses of information communication technology (ICT) as components of culturally and community relevant, and collaboratively developed learning tools, with the potential to provide authentic and relevant learning experiences for Indigenous learners. Additionally, through collaborative development, these ICT tools may function as valuable and essential interfaces between contested and often different worldviews and educational purposes. To do this, however, requires some wading into frequently contested spaces surrounding standard formal Eurocentric educational settings and the highly varied, place-specific, and community-specific landscape of Indigenous knowledge (IK). Aspects of this contested space are explored in this paper to provide some context. The focus of this paper is on the potential for collaboratively developed ICT learning tools to serve as a possible interface between Western, often Eurocentric knowledge, and IK as well as providing authentic and relevant learning.