Learning to read the world through other eyes
Lynn Mario Menezes de Souza (University of Sao Paulo, Brasil) and Vanessa Andreotti (University of Canterbury, New Zealand) [BIO]
Email: lmdesouza[at]usp.br and vanessa.andreotti[at]canterbury.ac.nz
Negotiating power between different ontologies/epistemologies in an unequal (allegedly) 'global' knowledge society involves a number of challenges. One of these challenges relates to a colonial legacy in terms of the worth attributed to different knowledges: while certain forms of knowledge are project as having universal value, other knowledges are perceived as having only 'local' value. Interrogating and challenging this disparity of worth is part of the struggle indigenous communities face when trying to negotiate their voice. In this sense, the education of non-indigenous groups becomes an important strategy of solidarity. In this context, collaboration between indigenous and non-indigenous groups needs to be carefully framed.
This paper outlines the challenges and theoretical/conceptual framework of the DFID funded project 'Learning to read the world through other eyes' (TOE). This educational project aims to build an online teacher education course around 'engagement with indigenous understandings of the development agenda'. The objective of this course is to build transnational and critical literacies by supporting teachers and teacher trainees in England.