Pedagogical Alliances between Indigenous and Non-Dualistic Cultures: Meta-Cultural Education (Routledge International Studies in the Philosophy of Education)

Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures examines Indigenous education for authentic intercultural education. It critically reviews various Indigenous cultural and educational perspectives in Western education contexts, addresses relevant meta-cultural concerns, argues for pedagogical alliances cross non-dualistic cultures/religions, and articulates metaphysical approaches to the alliances. Throughout the book, the author argues that methodological enhancement of Indigenous culture can be made by proposing new values that emerge from authentic intercultural interaction, which is transcendental to the binary oppositions of Indigenous and Western education. To do so, the author discovers pedagogical and methodological vulnerabilities of Indigenous culture in Western education systems, and proposes its pedagogical alliances with non-dualistic cultures (such as Buddhist mindful pedagogy, Confucius virtues pedagogy, and Hindu contemplative pedagogy) to overcome the frame of Indigenous and Western cultures for Indigenous education and to strengthen both Indigenous and non-dualistic education. This is the first book to address the issue of why non-Indigenous cultures other than Western cultures have not been considered in Indigenous and multicultural education. As such it is an invaluable text for education academics and post-graduate students specialising in Indigenous education, cross-cultural education, inclusive pedagogy and intercultural education. Cover 1 Title 4 Copyright 5 Contents 6 Acknowledgements 9 Introduction 10 Overview of chapters 15 PART I Meta-cultural education: Indigenous perspectives 22 1 Meta-cultural understanding of ‘cultures’ 24 Pre-existing concepts and pre-understanding 25 Concepts and ‘culture’ 27 Culture, cultures, and modes of being 29 Cultural awareness, cultural differences, and cultural diversity 31 Meta-cultural understanding 32 2 Aboriginal cultural values in Western education 37 Dreaming: networked individuality 38 Deities: collective and relational consciousness 40 Land-links: interrelational beings and lifehood education 41 Kinship: non-dualistic structures 42 Dualistic vs. holistic vs. non-dualistic thinking 43 3 Metaphysical approaches to worldviews and relative otherings 47 The multiplicity of worldviews 48 Monistic worldviews and contextual thinking 51 Dualistic worldviews and critical thinking 53 Holistic worldviews and relational thinking 56 Relative otherings of cultural representations 58 4 Evolving dualism in multicultural policies 63 Australian multicultural policies 65 White Australia policy 65 Assimilation and Integration policies 67 Multicultural policy 69 Symbiosis of egalitarianism and liberalism 74 Interculturalism and intercultural dialogue 75 Québécois interculturalism 76 European intercultural dialogue 78 Non-neutral secularism and individualism 80 Evolving dualism 81 5 Culturally inclusive pedagogy: duality and non-duality 87 Collective effervescence and learning styles 88 Dualistic cultural inclusivity 89 Non-dualistic approaches: community-links and intercultural identity 91 Cultural interface for creating a third cultural space 93 The cultural mind: new individuality 95 6 Designing a third cultural space 105 Design dimensions of creating a cultural space 106 8 Aboriginal ways of learning for creating a third cultural space 108 Durithunga: learning of collectiveness 112 Both-ways: networked community-based learning 115 Alpha-, beta-, and meta-cultural dimensions of learning community 116 PART II Pedagogical alliances of non-dualistic cultures 120 7 Non-dualistic cultural inclusivity and pedagogical alliances 122 Non-dualistic interaction for cultural inclusivity 123 Inter-individual interaction 124 Inter-collective interaction 125 Intercultural hegemony and transformative dialogue 127 Social and ontological transformation 130 Pedagogical alliances of non-dualistic cultures 131 8 Holistic contemplative pedagogy: self-awareness and contemplation 135 Critical pedagogy 136 Indigenous critical pedagogy 137 Systematic non-duality 140 Contemplative pedagogy 143 Holistic contemplative pedagogy 144 9 Holistic moral pedagogy: values and virtues education 148 Values education 149 Islamic moralistic holism 151 Holistic moral pedagogy 154 10 Communal character pedagogy: teacher identities 159 Elder: transcendental collectiveness 160 Sage: exemplary persons 162 Guru: teacher-fronted 167 Bodhisattva: enacting self 168 Communal character pedagogy 170 Conclusion: the networked world and pedagogical alliances of cultures 174 Nodes and the network 174 Shifts of self-concepts 176 Emerging wholeness 178 Pedagogical approaches to intercultural alliances 179 Allied pedagogical strategies 181 Index 186 This book addresses the fact that the issues of non-Indigenous cultures - other than Western cultures - have not yet been considered in Indigenous education. It argues that this omission is due to the Cartesian subject-object dualism that is responsible for the development of Western superiority and the mystification of non-Western cultures.