ABSTRACT

With schools known to be sites of harm for many Indigenous peoples, both historically and currently, this paper re-considers ‘doing’ education another way. As a Gamilaroi woman, educator and researcher, I contemplate the ways Indigenous sovereignty is conceptualised and enacted by Aboriginal and Torres Strait Islander people in the country now known as Australia. This provides the foundations to apply broader understandings of sovereignty to the notion of education sovereignty. Using narrative and storytelling, I aim to show education sovereignty before considering potential elements involved in doing education sovereignty. I identify six interconnected elements that underpin education sovereignty, including: Pattern Thinking; Country; Time; Relationality; Intergenerational Reciprocity; and Agency. These elements provide a deeper understanding of what education sovereignty could look like, and therefore another way of ‘doing’ education for all students, grounded in Indigenous axiologies, ontologies and epistemologies.

摘要

众所周知，学校在历史上和现在都是对许多土著人民造成伤害的场所，因此本文重新考虑以另一种方式“进行”教育。作为一名 Gamilaroi 女性、教育家和研究人员，我思考了土著主权在现在被称为澳大利亚的国家中由原住民和托雷斯海峡岛民概念化和制定的方式。这为将更广泛的主权理解应用于教育主权的概念提供了基础。使用叙事和讲故事，我的目标是在考虑参与的潜在因素之前展示教育主权教育主权。我确定了支撑教育主权的六个相互关联的要素，包括： 模式思维；国家; 时间; 相关性；代际互惠；和代理。这些元素提供了对教育主权可能是什么样子的更深入的理解，因此，以土著价值论、本体论和认识论为基础，为所有学生“进行”教育的另一种方式。