Eurocentric Knowledge And Indian Knowledge

contrast to Eurocentric thought as illustrated in the lectures and work of Horn-Miller and Frideres. Provide 5 points and support your argument using examples. Key aspects of Indigenous knowledge include: monism, holism, relations, reciprocity, and inner/outer space (Frideres). The monist aspect of Indigenous ways of knowing suggests that there is no division between mind and matter. All animate and inanimate things have life spirit, and hence hold knowledge. Indigenous knowledge is holistic as

her daughter given that the Eurocentric mindsets of people presume this thought to be a mental illness as a replacement for Haisla spiritual beliefs or connections. In addition, regarding colonialism, it is implied that North American ideologies display dominance over indigenous identities therefore labeling someone who obtains spiritual powers, crazy is far more normal rather than accepting those belief systems. Self preservation of a culture is to pass down knowledge, stories, language, religion

Introduction: Sport has often been viewed as an agent linked to the constructive development of individuals and as a mechanism that can foster positive social change within communities. As such, this paper intends to examine the recent expansion of sport for development (SFD) programs within Canadian Aboriginal communities by exploring the historical and concurrent structure of Aboriginal sport initiatives within Canada. Given this, the most pervasively used definition of SFD came in 2003, from the

Statement of Purpose One of the oldest surviving texts of stagecraft in the world, ‘Natyashastra’ cautions readers that “Indians from very early times considered plays to be essentially spectacle (preksa) or things to be visualized; hence persons attending the performance of a play were always referred to as spectators or observers, and never as audience”. Natyashastra, the ancient text, among others offers a detailed lexicon of emotions expressed by performers and spectators. My research would concern

Technology in World Civilization: A Thousand Year History written by physicist and historian Arnold Pacey explains his unique “global view” of the evolution of technology differing from the common Eurocentric view of this topic dating back to Greek civilizations. The book is consisted of eleven chapters that chronologically depict the creative inventions in technology throughout several cultures across time in history, starting from the early days in 700 A.D. to the very recent historical events

(archaeologists) and First Nations people in the academic and non-academic fields. The division of views on the issue of repatriation are loosely categorised into three groups: archaeologists, anthropologists and scientists that value scientific knowledge over the humanity of the remains, the return of ancestors that are believed by First Nations to have been stolen and stripped of their humanity and therefore should be returned, and finally the middle ground in which there are Indigenous academics

patriotic world history. The development of world history from the Right created the “patriotic world history.” This approached to world history advocated American values and accomplishments. Patriotic world history most obvious criticism is its Eurocentric perspective on world history. The patriotic world history serves its purpose by “legitimiz[ing] particular political values.” It focuses on the values and experiences of European and Euro-American, while treating other societies as paths to avoid

assumption, Indian tribes have managed lands for thousands of years prior to Euro-American settlement. Tribal communities relied on traditional knowledge to sustain their livelihoods. Traditional ecological knowledge is passed down through generations, which include harvesting, use of fire, and sustaining livelihoods through the landscape and cultural practices. In recent years, traditional knowledge held by local and indigenous communities has gain international recognition that this knowledge can offer

and intimate relations. The central issues in this paper will focus on social and political historical oppressions such as the Sixties Scoop, The Indian Act, and Residential Schooling, to examine how colonialism has, and still negatively affects intimate relations within aboriginal families and communities, and their ways of "doing family". The Indian Act illustrates how government policy on the macro level, shapes micro level privileges and exclusions for aboriginals based on citizenship. Mandatory

people first educated or shared their skills and knowledge with the foreigners to their land, on how to survive in their new environment. In 1620 to 1629, conversion to Christianity and European education by boarding school start to colonise the Indigenous people. And after the 1812 war Canada began a flawed process of policy development directed at First Nations. The process was to eliminate existing Indigenous knowledge and replacing it with the Eurocentric values, perspectives, and worlds views. (Miller