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Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum

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  • Liana Kibalenko Clarysse

    (Queen’s University)

Abstract

This qualitative analysis of the Social Studies curriculum for Grades 3 to 6 for the province of Ontario, Canada examines binary framing in curriculum as a mechanism of cognitive imperialism that compartmentalizes Indigenous knowledge(s). The following binaries are discussed: Positive/Negative; Conflict/Cooperation; and Us/Them in terms of the ways that they compartmentalize Indigenous knowledge(s) and reinforce cognitive imperialism. Themes for further research are noted including presumptions of neutrality that divorce power analysis from perspective-taking, the prioritizing of peaceful relations over redressing power imbalances and adding Indigenous-themed content to the curriculum is not enough. Recommendations for curriculum reform are indicated and decolonial justice education (DJE) is conceptualized for actionable steps towards answering the Calls to Action in the Truth and Reconciliation Commission of Canada (2015a, 2015b, 2015c).

Suggested Citation

  • Liana Kibalenko Clarysse, 2023. "Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-7, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01972-9
    DOI: 10.1057/s41599-023-01972-9
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    References listed on IDEAS

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    1. Gregory A. Cajete, 2020. "Indigenous Science, Climate Change, and Indigenous Community Building: A Framework of Foundational Perspectives for Indigenous Community Resilience and Revitalization," Sustainability, MDPI, vol. 12(22), pages 1-11, November.
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