umar keoni umangay's current research interests include the decolonization of education research practices, and the related development of an activity theory of Indigenous education models, as well as several other studies of Indigenous informal learning models, and an ongoing analyses of Indigenous sovereignty movements, political consciousness, and ecological sustainability practices. Supervisors: Dr. George Sefa Dei
The term “exemplary practice” may be contested since decisions regarding authority to judge the e... more The term “exemplary practice” may be contested since decisions regarding authority to judge the exemplary nature of practice, and the basis on which such judgements are made, are open to question. Its use alongside the phrase ‘indigenous perspectives’ becomes even more challenging, especially when the narrative voices are outside the indigenous group of interest. Cognisant of these issues, our intention in this chapter is to describe an evolving set of exemplary practices in developing indigenous perspectives in a practice-based, teacher education course.
This chapter explores using unobtrusive research on the complexities of being an Indigenous perso... more This chapter explores using unobtrusive research on the complexities of being an Indigenous person from Hawaii teaching in settler schooling environments. I interpret this work as an Indigenous form of autoethnography with a theoretical framework based on Living Theory and self-study of professional practice. Data comes from archives, journaling and memory provocations. Decolonization is complex and by using a reflective pathway, I organize the chapter, to make sense of the professional self and reimagine what it means to be an ethical educator in teacher education and in classrooms. These memories became useful in developing a mindfulness of trustworthiness, in realizing contradictions, acknowledging resistance, and identifying the prevalence of white supremacy in schooling. The anti-colonial and antiracist project requires active transformations, goals of emancipation, acceptance of multiple layers of analysis and the saliency of race and antiblackness as crucial factors to furthe...
Federally funded research in Canada is of significant scope and scale. The implications of resear... more Federally funded research in Canada is of significant scope and scale. The implications of research in the colonial project has resulted in a fraught relationship between Indigenous Peoples and Western research. Research governance, as an aspect of public administration, is evolving. The relationality inherent in new public governance (NPG)—a nascent public governance regime—may align with Indigenous relationality concepts. Recent societal advances, such as the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Truth and Reconcilliation Commission of Canada (TRC), and the Indigenous Institutes Act in Ontario, provide further impetus for Indigenous self-determination in multiple domains including research. This article advocates for Indigenous research sovereignty and concludes with suggestions for ways in which federal funding agencies, specifically the Social Sciences and Humanities Research Council (SSHRC), could contribute to the advancement of Indigenou...
L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century. , 2013
The term “exemplary practice” may be contested since decisions regarding authority to judge the e... more The term “exemplary practice” may be contested since decisions regarding authority to judge the exemplary nature of practice, and the basis on which such judgements are made, are open to question. Its use alongside the phrase ‘indigenous perspectives’ becomes even more challenging, especially when the narrative voices are outside the indigenous group of interest. Cognisant of these issues, our intention in this chapter is to describe an evolving set of exemplary practices in developing indigenous perspectives in a practice-based, teacher education course.
This chapter explores using unobtrusive research on the complexities of being an Indigenous perso... more This chapter explores using unobtrusive research on the complexities of being an Indigenous person from Hawaii teaching in settler schooling environments. I interpret this work as an Indigenous form of autoethnography with a theoretical framework based on Living Theory and self-study of professional practice. Data comes from archives, journaling and memory provocations. Decolonization is complex and by using a reflective pathway, I organize the chapter, to make sense of the professional self and reimagine what it means to be an ethical educator in teacher education and in classrooms. These memories became useful in developing a mindfulness of trustworthiness, in realizing contradictions, acknowledging resistance, and identifying the prevalence of white supremacy in schooling. The anti-colonial and antiracist project requires active transformations, goals of emancipation, acceptance of multiple layers of analysis and the saliency of race and antiblackness as crucial factors to furthe...
Federally funded research in Canada is of significant scope and scale. The implications of resear... more Federally funded research in Canada is of significant scope and scale. The implications of research in the colonial project has resulted in a fraught relationship between Indigenous Peoples and Western research. Research governance, as an aspect of public administration, is evolving. The relationality inherent in new public governance (NPG)—a nascent public governance regime—may align with Indigenous relationality concepts. Recent societal advances, such as the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Truth and Reconcilliation Commission of Canada (TRC), and the Indigenous Institutes Act in Ontario, provide further impetus for Indigenous self-determination in multiple domains including research. This article advocates for Indigenous research sovereignty and concludes with suggestions for ways in which federal funding agencies, specifically the Social Sciences and Humanities Research Council (SSHRC), could contribute to the advancement of Indigenou...
L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century. , 2013
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