Glocal Brokers and Critical Discourse Analysis: Conceptualizing Glocality in Indigenous Education Research and Reform

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Kim, Eun-Ji
Layman, Eric
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2021
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Abstract

Few issues encapsulate the tension of “glocality” in education more substantively than the debate surrounding who should undertake research on Indigenous education, and how it should be done. In this article, two non-Indigenous educational researchers both working with Indigenous Education Research and Reform, alongside the guidance of Indigenous mentors, grapple with the questions of if and how non-Indigenous critical research methodologies can complement, and thereby reduce, the peripheralization of Indigenous knowledges and epistemologies. This article explores the opportunity for dialogue between two often polarized hazards. On one hand, non-Indigenous researchers with non-Indigenous epistemologies risk increasing the marginalization of Indigenous ways of knowing. On the other, research on Indigenous education is threatened with further ostracism if it is inaccurately perceived as only the domain of Indigenous peoples, and only facilitated through Indigenous epistemologies.

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Global Education Review

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8

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2-Mar

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© 2021 Eric W. Layman, Eun-Ji Amy Kim. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Education policy, sociology and philosophy

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Kim, E-J; Layman, E, Glocal Brokers and Critical Discourse Analysis: Conceptualizing Glocality in Indigenous Education Research and Reform, Global Education Review, 2021, 8 (2-3), pp. 62-80

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