A Reader- Foreword by Akwasi Asabere-Ameyaw
Edited By George J. Sefa Dei
11. Education for Endogenous Development: Contrasting Perspectives from Amazonia and Arabia Serena Heckler & Paul Sillitoe 171
Our concern in this chapter is the role of higher education in supporting particular types of devel-opment, notably the paradigm of endogenous development. We explore the topic of this vol- ume, namely Indigenous knowledge (IK) and education, vis-à-vis the following questions: what is the role of Indigenous knowledge in endogenous development; what is the role of education in endogenous development; and what does an education for endogenous development look like? We address these questions with particular reference to our involvement with endogenous development in two radically different contexts: amongst the Indigenous peoples of Ecuador and the Arab pop- ulation of Qatar. We argue that endogenous development differs from participatory development in the centrality of IK, or rather Indigenous worldviews, which should form the perspectives that set the goals of development. The people involved—previously considered the “recipients” of devel- opment—set out to identify the barriers to their own identified goals, what they, not outsiders, per- ceive as progress. These barriers often involve education. Consequently, one of the primary objectives of endogenous development is to create appropriate educational systems that enable people to inter- act effectively with the structures that determine the distribution of resources and aford them some agency in drawing on their own identities as sources of empowerment and well-being. Both authors have long-standing interests in the role of Indigenous knowledge in development contexts which have recently extended to an interest in education as a means of supporting, resist- ing, or outright challenging existing development paradigms. Sillitoe’s...
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