The present paper is an attempt to find out how far the indigenous knowledge is helpful in the teacher education relating it with the National Educational Policy 2020. Formal and informal interviews have been conducted through both online and physical modes from different parts of India. Some of these teachers have been teaching in schools and the others in the universities for the local as well as the non-local students. Teachers’ opinion is analysed qualitatively. Research review from different parts of the world is considered.
Table of Contents
1. Introduction
2. Literature review
2.1. Research in India
2.2. Research in Australia
2.3. Canadian Research
2.4. Research in USA
3. Research methodology
3.1 Teachers’ profile
4. Analysis of results
5. Discussion and conclusion
Research Objectives and Themes
This study aims to investigate the role and relevance of indigenous knowledge systems within teacher education in the context of the National Educational Policy 2020. The primary research goal is to understand how integrating traditional knowledge with modern pedagogical practices can create a more inclusive, holistic, and culturally competent education system for both native and non-native students.
- The integration of indigenous knowledge with modern educational frameworks.
- The role of teachers in facilitating holistic student development.
- Alignment of traditional knowledge systems with the National Educational Policy-2020.
- Addressing social exclusion and enhancing communicative competence in tribal education.
- Global comparative perspectives on indigenous knowledge in teacher training.
Excerpt from the Book
1. Introduction
“Indigenous people or things belong to the country in which they are found, rather than coming there or being brought there from another country” (Collins, 2022). Local or native people, who are living in their own community for a long period of time, can be indigenous people.
“Knowledge gained through tradition or anecdote”; “early peoples passed on plant and animal lore through legend” is traditional knowledge (the free dictionary, 2019).Indigenous or traditional or local knowledge are synonymous with one another.
Traditional knowledge systems have almost continuously evolved through ample experience and thought (Kelly et al, 2009). If educators and policy-makers are open, they can learn a great deal from ‘indigenous knowledges’ and advocacy efforts (Jacob et al., 2018). The traditional knowledge is passed on continuously for several successive generations - the cumulative knowledge. Some of the knowledge, a student is having;a teacher may not have and which is essential for the teacher to explore in teaching further.If teachers are exposed to the local knowledge, they can better help the students’ learning.
Teacher education needs to be holistic that is, a teacher should have a potential student’s knowledge and something more for the sustainable teaching.Thus, apart from the modern knowledge, a teacher also needs to possess traditional knowledge.
Summary of Chapters
1. Introduction: Defines indigenous and traditional knowledge systems and argues for their necessity in creating a holistic teacher education model that complements modern knowledge.
2. Literature review: Provides a global perspective on research regarding indigenous knowledge in education, covering case studies from India, Australia, Canada, and the USA.
3. Research methodology: Outlines the qualitative approach used for the study, involving both formal and informal teacher interviews and an analysis of teacher profiles.
4. Analysis of results: Presents findings from 78 teachers, highlighting that while current systems often marginalize tribal knowledge, there is a strong need for integration to support student learning.
5. Discussion and conclusion: Synthesizes the study's findings to argue that implementing NEP-2020 features is essential for redesigning teacher education to be inclusive and culturally relevant.
Keywords
indigenous knowledge, traditional knowledge, tribal education, National Educational Policy-2020, teacher education, holistic development, inclusive education, curriculum design, cultural competence, native people, pedagogical practices, educational reform.
Frequently Asked Questions
What is the primary focus of this research?
This work examines the utility and integration of indigenous knowledge systems within the framework of teacher education, particularly in relation to the National Educational Policy 2020.
What are the core themes addressed in the paper?
The paper covers the intersection of traditional and modern knowledge, the need for holistic teacher training, and the challenges faced by indigenous students in current educational systems.
What is the central research question?
The research seeks to determine how indigenous knowledge can support teacher education and contribute to a more inclusive, learner-friendly environment as envisioned by the NEP-2020.
Which research methodology was utilized?
The study employed a qualitative approach, gathering data through formal and informal interviews with 78 teachers across India, supplemented by a comprehensive literature review.
What does the main body of the work cover?
The body chapters detail existing global literature on the subject, explain the research methodology, analyze the gathered data from educators, and discuss policy implications for redesigning curricula.
Which keywords best describe this study?
Key terms include indigenous knowledge, traditional knowledge, tribal education, NEP-2020, and holistic teacher education.
Why does the author advocate for 'holistic' teacher education?
The author argues that teachers need both modern and traditional knowledge to effectively connect with students from diverse backgrounds and to promote sustainable, culturally responsive learning.
How does this study relate to the NEP-2020?
It explicitly evaluates the salient features of the NEP-2020, such as its emphasis on equity, local context, and the fostering of unique student capabilities, suggesting that incorporating indigenous knowledge is vital to meeting these policy goals.
- Arbeit zitieren
- Dr. Pratibha Mallu (Autor:in), 2022, The Role of the Indigenous Knowledge System in Teacher Education and its Relevance to the National Educational Policy 2020, München, GRIN Verlag, https://www.grin.com/document/1185718
