The synergy between Indigenous ways of knowing, being, and doing and technology in culturally responsive home-school partnerships

Abstract

This article presents the synergy between technology and Indigenous ways of knowing, being, and doing in fostering culturally responsive home-school partnerships. The study employed a phenomenological case study approach, drawing from the experiences of 22 Indigenous West Papuan parents and 8 teachers. The findings identified four themes: community sovereignty over technology, dynamic and sustainable integration, decolonizing the design of using technology and moving beyond access towards empowerment. This synergy enhanced parental engagement and facilitated a holistic learning experience for their children. It argues that technology, when disconnected from Indigenous knowledge systems, risks exacerbating cultural detachment and dependency on external frameworks, potentially leading to misuse. Conversely, a failure to adapt technology to the cultural context leaves a significant gap in engaging younger generations and sustaining Indigenous cultural practices in a rapidly digitalized world. Ultimately, the study underscores the necessity of a balanced synergy between Indigenous ways of knowing, being, and doing and technology to ensure culturally responsive, sustainable, and empowering educational practices in Indigenous settings.