The DOI matches its Crossref record; 58 of the 63 references it cites were found in a registry or an index; none of the 56 sources its claims cite is checked for support yet.
Beyond the “Indigenizing the Academy” Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Decolonial Education.
Open accessAbstract
Given the UNDRIP’s assertion of Indigenous Peoples’ rights to their education and knowledge systems, and in the wake of the Truth and Reconciliation Commission of Canada’s calls to action, many Canadian Universities are considering “Indigenizing the Academy.” Yet, the meaning of such undertaking remains to be clarified. This article explores trans-systemic approaches as a possible avenue for “Indigenizing the Academy,” and, more specifically, what Indigenous higher education programs and institutions can contribute to a trans-systemic approach to education. Considering two existing models I encountered in my doctoral research, namely the Intercultural approach as developed in the Andes (García et al., 2004; Mato, 2009; Sarango, 2009; Walsh, 2012), and land-based pedagogy as developed in North America (Coulthard, 2017; Coulthard & Simpson, 2016; Tuck et al., 2014; Wildcat et al., 2014), I argue they present trans-systemic elements that would allow us to re-think the frameworks in which to engage with Indigenous Peoples’ rights and knowledge systems in the mainstream academy. What could be learned from the principles and practices of these two Indigenous higher education philosophies to articulate Indigenous knowledge into trans-systemic education in the mainstream academy in ways that foster solidarity and mutual understanding between Indigenous and non-Indigenous people?
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
The article argues that “Indigenizing the Academy” in Canada needs a trans-systemic framework rather than superficial inclusion, and that Indigenous higher education models offer such a framework. It examines Andean interculturality (Amawtay Wasi) and North American land-based pedagogy (Dechinta) to propose re-centering communities and land in mainstream higher education.
Key findings
- Mainstream “Indigenizing” often remains within nation-state and institutional frameworks and risks treating Indigenous knowledges as content inside Western science; the article argues for trans-systemic education that questions colonial knowledge hierarchies.
- The Amawtay Wasi model in Ecuador, established in 2004 by CONAIE to represent 14 Indigenous nations, uses critical interculturality: communities are knowledge holders and subjects, students engage through informative modules, practical projects, and conversations, and outcomes are returned via “harvesting feasts.”
- Land-based pedagogy, exemplified by Dechinta in the Northwest Territories—credited by the University of Alberta in collaboration with UBC and the Dene First Nation of Yellowknife—centers land as curriculum, text, and professor, reframes Indigenous rights around relationships to land, and can unsettle settlers through place-based solidarity.
- The article concludes that mainstream universities could shift from institution- and nation-state-centered frameworks to community- and land-centered trans-systemic frameworks, including territorial acknowledgements backed by concrete relationships and research.
Methods
- Conceptual/theoretical article, not an empirical study; the author draws on her doctoral research on Indigenous higher education and her standpoint as a settler scholar.
- Analyzes two existing Indigenous higher education models encountered in that research: the Andean intercultural approach (Amawtay Wasi, Ecuador) and North American land-based pedagogy (Dechinta Center, Northwest Territories).
- Main analysis is comparative and argumentative, using secondary literature and examples to identify trans-systemic elements and lessons for the mainstream academy.
Limitations
- Stated: the article cannot explore all Indigenous higher education models; Dechinta is “not necessarily exportable everywhere,” though its principles are; the author does not claim to bring Indigenous knowledges into the academy.
- Stated: tensions are expected in negotiating incommensurable life projects and community engagement.
- Evident: no empirical evaluation, sample, or outcome data; conclusions are normative and conceptual, relying on selected cases and literature.
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
65 Own interpretation · 27 Sources not found · 10 Not checked yet · 9 No full text of the sources · 4 No basis given
In the paper
“Additionally, article 46 of the declaration reaffirm the territorial integrity and the sovereignty of nation-states, in which framework the rights of Indigenous Peoples are to be realized.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not matchedcites UNDRIP, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“It is to be noted that, while the UNDRIP affirms Indigenous Peoples' right to self-determination, the multiple rights that it recognized are still presented in a nation-state framework, where the state is responsible for the implementation of such rights.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not matchedcites UNDRIP, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Accordingly, and in response to a colonial educational system that has ignored, and even tried to destroy, Indigenous histories and knowledges, land-based pedagogy has emerged in Indigenous higher education systems, since at least the 2000s.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-Based Pedagogy (North America)
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In the paper
“For example, this includes moving away from the rights-based discourse (legality), which creates an illusion of inclusion, to instead focus on Indigenous responsibilities to their relations, including with land (Corntassel, 2012).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as Resurgence
What the sources say
- Not matchedcites Corntassel, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the Andes, since the 1930s (Bolivia) and 1940s (Ecuador), Indigenous movements continuously worked toward developing a bilingual education that would be intercultural, 5 with the explicit aim of maintaining Indigenous languages and cultures alive.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“However, this relationship is disrupted by colonial violence and the imposition of a property/ownership relationship to land (Tuck & Yang, 2012).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Rights
What the sources say
- Not matchedcites Tuck & Yang, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Because land-based pedagogy allows one to connect to a specific territory, a place made of a web of relationships (Deloria, 2001), it also creates space for the relational nature of Indigenous knowledges.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
What the sources say
- Not matchedcites Deloria, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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None of the sources cited for this claim have been checked yet.
In the paper
“Furthermore, resurgence reframes Indigenous knowledges and life projects away from nation-state and institutional frameworks.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as Resurgence
What the sources say
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“In the current state of the academy, Indigenous knowledges, when considered, tend to be included as content within a Western scientific framework (Bala & Gheverghese Joseph, 2007), mostly as objects of study.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not checked — no full text of the sourcecites Bala & Gheverghese Joseph, 2007 source
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In the paper
“Battiste articulates how this rejection becomes institutionalized in the academy, mainly through curricular selection and exclusion:”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not matchedcites Battiste, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Additionally, article 31 of the UNDRIP states the right of Indigenous Peoples to maintain, control, protect and develop their knowledge systems, including their sciences, which arguably could be done through education.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not matchedcites UNDRIP, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, if Indigenous Peoples' rights to education and to their own systems of knowledge are to be implemented in a nationstate framework, then the coloniality of this framework needs to be questioned, in relation to Indigenous Nations' own framework.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“In fact, many articles of the UNDRIP are structured around (1) the affirmation of Indigenous rights, followed by (2) the call for States to implement them (”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not matchedcites UNDRIP, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I argued throughout my dissertation that mainstream universities could learn lessons from existing approaches in Indigenous higher education programs and institutions.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Abstract
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, this means that Canadians and mainstream universities can learn from Indigenous Peoples' ways of navigating multiple systems, or, in other words, from their trans-systemic approaches.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Trans-systemic Approaches as Possible Educational Frameworks
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In the paper
“Concretely, the Amawtay Wasi articulates a knowledge creation process through four areas: informative modules, preparation to investigation, undertaking (practice) and conversations.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“By working on the land, and through the relationships with the land, these authors contend that”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
What the sources say
- Not checked yetcites Snelgrove et al., 2014
Checked before — its earlier verdict is held back until a new check runs.
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, I suggest that Indigenous higher education (IHE) already points to trans-systemic models, from which mainstream universities could learn to engage with Indigenous Peoples' knowledge systems and educational rights.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Indigenous resurgence is fundamentally about the renewal and restoration of the relationships (material, ontological, and epistemological) of Indigenous Peoples with their lands, as well as the knowledges and responsibilities that are embedded in these relationships (Corntassel, 2012;Simpson, 2008).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as Resurgence
What the sources say
- Not matchedcites Corntassel, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Simpson, 2008
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In the paper
“Hence, Simpson (2014) argues that decolonizing the academy means joining Indigenous Peoples in”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Rights
What the sources say
- Not matchedcites Simpson, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, through the engagement with this place-based relational knowledge, land-based pedagogy contributes to the resurgence of Indigenous ways of knowing and being, and it reconnects with Indigenous political and ethical principles from which solidarity with other nations (Indigenous, non-Indigenous, and otherthan-human) can emerge.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“More specifically, De la Cadena argues that the Amawtay Wasi represents the most ambitious version of interculturality since it both questions the knowledge structure and institutions of the liberal consensus and contributes to the rewriting of national history (De La Cadena, 2006).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
What the sources say
- Not matchedcites De La Cadena, 2006
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In return, as knowledges come from the community, and as students then put these in dialogue with Western knowledges in their own practical projects, at the end of the process, it is also important to return the outcomes to the communities.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Hence, teaching, which implies researching, involves service of the community to the university.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Accordingly, part of Amawtay Wasi's epistemological project implies that knowledge building should integrate various cultural perspectives to achieve a broader understanding of the complexity of the world.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“Indigenous communities' life projects are at the center of the Amawtay Wasi's educational model, through the disciplines taught: intercultural pedagogy to educate Indigenous youth, agroecology sustaining food sovereignty and respecting the ecology in the communities, ancestral architecture reflecting the ecological and cultural context of Indigenous communities, and communication fostering”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
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In the paper
“This directly challenges the power dynamics that exist between communities and the national academy.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Land-based pedagogy's decolonial potential includes questioning settlers' place on the land and their relations to the land.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
plainstates an association- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In both countries, these processes also involved the development of Indigenous higher education since the 1990s.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
plainstates an association- Asserted: passes — The authors put it forward as true.
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In the paper
“In Ecuador and Bolivia's case, Indigenous mobilization eventually led to Constitutional Assemblies, which redefined the countries as plurinational states in the 2000s.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
plainstates a cause- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It forces a reframing of what we consider as valid knowledge in the academy and a reframing of Ecuadorian political and economic projects concerning Indigenous communities' knowledges and experiences.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Land-based pedagogy consequently offers the possibility not only for Indigenous Peoples to reconnect with their knowledges and cultures but for non-Indigenous people to question their privilege and live an”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“In the Amawtay Wasi's philosophy, the intercultural paradigm includes the recognition of worldviews, myths, and axioms as the context in which knowledges are developed in diverse communities.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
What the sources say
- Not matchedcites García et al., 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“In this intercultural view, any way of producing, organizing and transmitting knowledge will imply a specific relationship to traditions, ancestral philosophies, symbols and myths that organize the scientific logic (García et al., 2004).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
What the sources say
- Not matchedcites García et al., 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When framed around land as the source of this relationship, the nation-to-nation relationship offers an interesting trans-systemic approach to engaging with Indigenous knowledges and rights in the academy.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Aside from the many Indigenous scholars in mainstream universities across Canada who are making space for land-based research and teaching, universities across Canada have mainly engaged with the land through the emerging practice of territorial acknowledgements.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And while many models have been developed in IHE in the past decades, I would argue they all imply trans-systemic elements that would allow us re-thinking the frameworks in which to engage with Indigenous Peoples' rights and knowledge systems in the mainstream academy.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Trans-systemic Approaches as Possible Educational Frameworks
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the community is envisioned as being at the receptive end of the knowledge practice: the knowledge produced is shared through harvesting feast to give back the time and efforts invested by community members, Elders, and leaders.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learning from a place and in relation to that place (and all the relations, genealogy, and power dynamics that a place entails) is a powerful tool to create concrete solidarity between Indigenous and non-Indigenous people, in relation and care for a shared place.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“Settlers placed in Indigenous land-based education contexts are forced to understand themselves in relation to the limits of their knowledge contrasted with superior capabilities possessed by Indigenous Elders and land-based knowledge holders […] Transitioning from a position of dominance to one of dependence constitutes an important moment of”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
What the sources say
- Not checked — no full text of the sourcecites Irlbacher-Fox, 2014
plainstates a causeSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Accordingly, the Amawtay Wasi's philosophy includes an epistemological and political decolonial project relying on two main aspects: the intercultural paradigm on which it relies for knowledge building and transmission; and the political goal of Indigneous communities' Good Life in an intercultural perspective (García et al., 2004, p. 284).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
What the sources say
- Not matchedcites García et al., 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“A relationship to the land is fundamental, according to these authors, to the”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
What the sources say
- Not checked — no full text of the sourcecites Wildcat, et al., 2014
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“In other words, a trans-systemic approach unveils the frameworks in which diverse legal orders emerge, rather than focussing on the content of specific laws.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Trans-systemic Approaches as Possible Educational Frameworks
What the sources say
- Not checked yetcites Jukier, 2005
Checked before — its earlier verdict is held back until a new check runs.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not checked yet
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Amawtay Wasi's philosophy emphasizes a construction of knowledge in a reciprocal relation with communities: communities are the subject and not object of knowledge -they contribute to its production -and the knowledge and activities of the university are meant to serve the communities.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“They mention that Indigenous knowledges are not only a set of practices and body of information, but also imply theoretical frameworks and methods that ought to be considered if Western sciences are to establish real, equitable, dialogues with other sciences.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
What the sources say
- Not checked — no full text of the sourcecites Bala & Gheverghese Joseph, 2007 source
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While Indigenous communities are at the center of the Amawtay Wasi, the intercultural approach developed here aims at changing and eventually decolonizing both academic knowledge and the Ecuadorian society generally.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The transsystemic model of land-based pedagogy thus relies on a fundamental element of Indigenous identity (land), which is often ignored by settler institutions, in spite of its fundamental nature for settler identity too.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, students undertake concrete projects informed both by the informative modules taught in class and by the knowledge of the community members they meet in the practical and conversational modules.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The two examples explored in this article -namely, intercultural and land-based education -point at two frameworks used to establish a trans-systemic education in their respective ways: communities and land.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also offers a trans-systemic model in terms of possible place-based solidarity and learnings for non-Indigenous peoples.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Engaging with Indigenous knowledge and education as fundamental rights to be implemented and protected in educational institutions implies addressing these knowledge hierarchies.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > What Framework for Indigenous Rights and Knowledges in the Academy?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indigenous land-based pedagogy offers a framework that shifts from nation-state conceptions of rights and institutional time-oriented conception of knowledge.Rather, it centres on Indigenous rights in terms of their emergence from a relationship to land and relational placebased orientation of Indigenous knowledges.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By bringing together different (Indigenous and settlers) understandings, relations, and knowledges regarding the broader context of land and place, new comprehensions and solidarity can emerge.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as a Decolonizing Trans-systemic Approach
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This trans-systemic framework takes a distance from institutional and nation-state frameworks by putting the community at the center of their knowledge practices in different ways: first, by answering needs expressed or identified in the communities, and in some cases, in the Indigenous movement or organizations; and second, by considering the community as an integral part of the knowledge”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Just as Indigenous Peoples and scholars in Indigenous laws have a better understanding of trans-systemic approaches to law, so do Indigenous educators and scholars regarding transsystemic approach to knowledge and education.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Trans-systemic Approaches as Possible Educational Frameworks
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“In a land-based pedagogy perspective, land is the context of Indigenous knowledges and traditions.It becomes the curriculum, the text and the professor (Wilson 2012).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
What the sources say
- Not matchedcites Wilson 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This context does not invalidate knowledge as pseudo-scientific, but rather, it is a first step in understanding the differences between knowledge systems to establish a conversation between them.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In that sense, it can be a step towards addressing the colonial situation, repudiating the terra nullius ideology, and re-establishing nation-to-nation relationships.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The efforts for a control over intercultural and bilingual education were paired with activism for the redefinition of the nation-state into a plurinational state, that would recognize the specificity of Indigenous nations and the sovereignty of Indigenous communities.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Depending on the local, regional and national contexts, IHE encompasses many models (e.g., storytelling, community-based pedagogy, place/land-based pedagogy, intercultural pedagogy), which cannot all be explored in this paper.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Indigenous Models of Trans-systemic Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The Amawtay Wasi's project, as articulated in its foundational document (García et al., 2004), can be summarized in the following way: having a higher education that would (1) be rooted in an intercultural and plurinational philosophy; that would (2) build positive relationships with Indigenous communities; and (3) would work with their Indigenous knowledges while engaging in scientific dialogues.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality (Andes)
What the sources say
- Not matchedcites García et al., 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The community is not only an object of knowledge -or an object of study -but it is also the subject expressing knowledge and teaching it to the students, as well as participating in the assessment of the students' projects.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Consequently, Amawtay Wasi is developing a higher education that challenges Ecuadorian society, politics, and economy, based on inter-epistemic conversation and a critical interculturality (Walsh, 2011) which aim at transforming the society and the state based on Indigenous knowledges, concepts, and practices.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
What the sources say
- Not matchedcites Walsh, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this perspective, Western and Indigenous knowledges are complementary alternatives that can relate in productive dialogues.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Decolonizing Trans-systemic Approach
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both models are already trans-systemic in their ways of engaging Indigenous and non-Indigenous peoples, students, ideas, exchanges and solidarities.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“All Canadian cities are on Indigenous lands.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
What the sources say
- Not matchedcites Simpson, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While all the areas relate to the communities in different ways, the conversation part explicitly implies that students would enter in conversation with people in the communities, who are considered experts in their field, to learn from them and have a conversation about whatever subject or field they are studying.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality and Indigenous Knowledges
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“In other words, education through a relationship with land implies reconnecting with deep philosophical knowledge, including ontologies and epistemologies, but also political, ethical and juridical principles that emerge from the land and the different entities that are embedded in the relational networks of places (Coulthard, 2010).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
What the sources say
- Not checked — no full text of the sourcecites Coulthard, 2010
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nevertheless, if it is supported by concrete relationship and practical changes, a territorial acknowledgement can be an important step for an academic institution to take towards engaging with Indigenous knowledges and rights through land.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A statement the paper makes itself — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, as part of the decolonial project of the Amawtay Wasi is an epistemological undertaking that reasserts the validity of Indigenous knowledges as theoretical frameworks, and which fosters conversations between Indigenous and non-Indigenous knowledges, intending to decolonize science and the knowledge hierarchy it implies.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Land, or the territory, is a privileged place to practice language, remember histories, learn and practice ecological knowledges and reconnect with Indigenous philosophies.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This community engagement serves the political decolonial project of a plurinational state, shifting the focus from a nation-state framework in terms of Indigenous rights, to a framework where communities are at the center, defining their needs and projects.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Interculturality as a Dialogical Approach
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Consequently, Barinaga and Parker (2013) call for the pairing of community engagement with explicitly decolonizing, participative, and transformative methodologies.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
What the sources say
- Not checked — no full text of the sourcecites Barinaga & Parker, 2013
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is much that mainstream universities can learn from the Amawtay Wasi's approach where Indigenous communities are understood as knowledge holders and experts based on their worldviews, symbols, histories and experiences, which are as valid as mainstream academies.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Following this model, an epistemological dialogue needs to happen with Indigenous communities' knowledges and life projects, which might differ from the modern/colonial settler life projects.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“In other words,”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy and Indigenous Knowledges
What the sources say
- Not matchedcites Walsh, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The Amawtay Wasi's programs all build the knowledge they teach, and the theories they produce, on the experiences and knowledges of Indigenous communities, as valid knowledge that should also be taught in the academy.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Re-centring the conversation around these communities, rather than on the institution's and the State's privileges, is the challenge of Indigenizing the academy, which implies an unsettling process where not everyone will”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Developing relationships with Indigenous communities to craft curricula and research agendas that fit their priorities in a community framework would also mean engaging with the elements that constitute these communities (stories, symbols, principles, practices, etc.) and the knowledge they build in conversation with the elements that constitute academic communities (stories, symbols, principles,”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The frameworks need to shift from institutional and nation-state perspectives to land and community frames of conversation.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“While these are incommensurable by nature (Tuck & Yang, 2012), many tensions are to be expected in the negotiation of these life projects and how the universities support them.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
What the sources say
- Not matchedcites Tuck & Yang, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a unique model, Dechinta is not necessarily exportable everywhere, but the principles that it embodies are.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-Based Pedagogy (North America)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Similarly, considering community engagement in Indigenous and Chicano contexts, Zavala (2013) explains these problems based on”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
What the sources say
- Not checked yetcites Zavala, 2013
Checked before — its earlier verdict is held back until a new check runs.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not checked yet
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A deeper engagement with the efforts and models already existing in Indigenous higher education can inform the way we try to”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Cognitive imperialism is a form of manipulation used in Eurocentric educational systems.Built on damaging assumptions and imperialist knowledge, educational curricula and pedagogy are built on a monocultural foundation of knowledge, and privileges it through public education(Battiste, 1986).”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > About the Author
What the sources say
- Not matchedcites Battiste, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indigenizing the academy also requires engaging with Indigenous communities, especially the communities in which territories universities are situated.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A trans-systemic dialogue requires that mainstream universities recognize that the knowledge they build and teach relates to the worldviews, symbols, histories and experiences of certain communities, most often in a euro-centric perspective.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Re-Centering Land and Communities as Trans-Systemic Frameworks
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a resurgence project, it offers an interesting possibility when it comes to thinking about trans-systemic approaches through land as an alternative framework to those of nation-state and academic institutions.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-Based Pedagogy (North America)
hedgedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“From the state perspective, intercultural policies served, and continue serving, integration of Indigenous Peoples.”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > About the Author
What the sources say
- Not matchedcites Walsh, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper relies on this without support.
The two selected models—the Andean intercultural approach and North American land-based pedagogy—are sufficiently representative of Indigenous higher education to support general conclusions about IHE's trans-systemic contributions.
“To give an idea of how IHE can contribute to the development of trans-systemic educational approaches, I consider here two models developed in two different contexts: the Andean intercultural approach as developed by the Indigenous, intercultural and communal university Amawtay Wasi in Ecuador, and the North American land-based pedagogy approach”
The paper relies on this without support.
The trans-systemic approach developed in legal education can be extended to higher education and Indigenous knowledge systems generally.
“I am interested in taking this argument for trans-systemic teaching in law schools, based on Indigenous Peoples' trans-systemic experiences and expertise, and apply it to higher education and Indigenous knowledge systems in general.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > Land-based Pedagogy as Resurgence
“(p.154) Accordingly, land-based pedagogy is fundamental to resurgence”
§ Beyond the "Indigenizing the Academy" Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Education > References
“Coulthard, G., & Simpson, L. (2016). Grounded normativity / place-based solidarity. American Quarterly, 68(3), 249-255.”
Citations
Cites
(2012) · TSpace (University of Toronto) · Cited by 4,953
Red Skin, White Masks: Rejecting the Colonial Politics of Recognition
Coulthard, G. S., & Alfred, T. (2014) · doi:10.5749/minnesota/9780816679645.001.0001 · Cited by 4,011
(2008) · Cross Connect (Southern Cross University) · Cited by 3,517
As We Have Always Done: Indigenous Freedom through Radical Resistance
SIMPSON, L. B. (2017) · doi:10.5749/j.ctt1pwt77c · Cited by 2,010
Decolonizing Methodologies: Research and Indigenous Peoples
Crothers, C. H. G. (2013) · Ethnic and Racial Studies · doi:10.1080/01419870.2013.800575 · Cited by 1,912
Reclaiming Indigenous Voice and Vision
Battiste, M. (2007) · University of British Columbia Press eBooks · doi:10.59962/9780774853170 · Cited by 1,429
United Nations Declaration on the Rights of Indigenous Peoples
(2007) · International Journal of Cultural Property · doi:10.1017/s0940739107070270 · Cited by 1,326
Toward a Tribal Critical Race Theory in Education
Brayboy, B. M. J. (2005) · The Urban Review · doi:10.1007/s11256-005-0018-y · Cited by 1,265
United Nations Declaration on the Rights of Indigenous Peoples, 2007
(2018) · Cambridge University Press eBooks · doi:10.1017/9781316677117.041 · Cited by 1,020
(2004) · Cited by 1,019
Research works printed but not linked: 10
- Compton, J. (2016). Contextualizing Indigenizing the academy. CAUT ACPPU Bulletin, 63(6), A3.
- Coulthard, G. (2017). Dechinta Bush University: Land-based education & Indigenous resurgence. In P. McFarlane & N. Schabus (Eds.), Whose land is it anyway? A manual for decolonization (pp. 57-61). Federation of Post-Secondary Educators of BC.
- Dahl Aldern, J., & Goode, R. W. (2014). The stories hold water: Learning and burning in North Fork Mono homelands. Decolonization: Indigeneity, Education & Society, 3(3), 26-51.
- Deloria, V. J. (2001). Power and place equal personality. In V. J. Deloria & D. R. Wildcat (Eds.), Power and place. Indian education in America (pp. 21-28). American Indian Graduate Center, FULCRUM.
- Friedland, H. (2019). Indigenous laws in law schools: Trans-systemia or transformation? In Y. Emerich & M.-A. Plante (Eds.), Repenser les paradigmes: Approches transsystémiques du droit (pp. 267-287).
- Metallic, F. (Gopit). (2008). Strengthening our relations in Gespe'gewa'gi, the Seventh District of Mi'gma'gi. In L. B. Simpson (Ed.), Lighting the eighth fire: The liberation, resurgence, and protection of Indigenous nations (pp. 59-71). Arbeiter Ring.
- Newhouse, D. (2016). The meaning of Indigenization of our universities. CAUT ACPPU Bulletin, 63(6), A2-A7.
- Sarango, L. F. (2009). Universidad Intercultural de las Nacionalidades y Peublos Indígenas "Amawtay Wasi". Ecuador/Chinchaysuyu. In D. Mato (Ed.), Instituciones interculturales de educaciín superior eb América Latina. Procesos de construcción, logros, innovaciones y desafíos (pp. 191- 214). UNESCO-IESALC.
- Simpson, L. B. (2008). Our elder brothers: The lifeblood of resurgence. In L. B. Simpson (Ed.), Lighting the eighth fire: The liberation, resurgence, and protection of Indigenous nations (pp. 73- 87). Arbeiter Ring.
- Simpson, L. B. (2014). Land as pedagogy: Nisnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25.
Cited by
Sorted by citations
Can students engage in meaningful reconcili-action from within a settler-colonial university system?
Keyes, T., McLane, L., & Stanger, N. (2024) · Higher Education · doi:10.1007/s10734-024-01262-6 · Cited by 3
Human–Nature Relational Values—A Semi-Systematic Literature Review
Post, K. M. (2024) · Sustainability and Climate Change · doi:10.1089/scc.2024.0005 · Cited by 3
Cooper, K. J., McIntyre, D., & McCarthy, D. D. P. (2024) · Challenges · doi:10.3390/challe15010010 · Cited by 1
Centring First Nations knowings in the literature review: a focus on decolonising law curriculum
Owens, A. R., Cheong, M. F., Russ-Smith, J., Campana, J., & Lyall, M. (2025) · Higher Education Research & Development · doi:10.1080/07294360.2025.2514505
Cunningham, S. M. (2022) · Libraries and Cultural Resources (University of Calgary) · doi:10.11575/prism/40393
Metadata
- Authors
- Drouin-Gagné, M.-E.
- Venue
- Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning
- Publisher
- Engaged Scholar Journal
- Published
- 2021-06-02
- Volume
- 7
- Issue
- 1
- Pages
- 45-65
- ISSN
- 2368-416X (ISSN-L)
- 2369-1190
- OpenAlex
- W3171847670
- Semantic Scholar
- 91e52dca90e7902c245bbe5b234a6ea533d81f8f
- Cited by
- 12
- References
- 63
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 3 · 2022: 1
- FWCI
- 0.49
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Engaged Scholar Journal Community-Engaged Research Teaching and Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Érudit (Université de Montréal) (submittedVersion)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Cultural Studies › Indigenous Cultures and Socio-Education
- Keywords
- indigenous higher education, land-based pedagogy, intercultural pedagogy, decolonial pedagogy, indigenous knowledge, UN Declaration on the Rights of Indigenous Peoples, Indigenous-non-Indigenous relations, Canada
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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