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Mainstreaming Indigenous Knowledge in/through Media and Information Literacy: A Basis for a Decolonised Task Design

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Title: Mainstreaming Indigenous Knowledge in/through Media and Information Literacy: A Basis for a Decolonised Task Design
Language: English
Authors: John N. Ponsaran
Source: Australian Journal of Indigenous Education. 2025 54(1).
Availability: University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Information Literacy, Curriculum Implementation, Indigenous Knowledge, Textbook Preparation, Task Analysis, Media Literacy, Teaching Methods, Discourse Analysis, Transformative Learning, Instructional Materials, Indigenous Populations, Place Based Education, Activism, Language Maintenance, Decolonization, Kindergarten, Elementary Secondary Education, Foreign Countries, Western Civilization
Geographic Terms: Philippines
ISSN: 1326-0111
2049-7784
Abstract: This critical qualitative inquiry sought to examine and understand how academic authors as curriculum implementors and media producers incorporated Indigenous knowledge and Indigenous media in the design and development of textbook tasks for media and information literacy instructional materials. This is based on the fundamental assumption that a textbook as a communication artifact is deeply implicated in the history and politics of inequality, exclusion, and elitism, marginalising and invisibilising Indigenous paradigms, policies and practices. As an analytical lens, Henry Giroux's transformative construct of "border pedagogy" was employed in making sense of how Indigenous knowledge and Indigenous media are instantiated and represented for analysis, adoption and action-taking. This research also utilised critical discourse analysis and close reading in examining the student tasks as text and the broader development ecology as the social context. In view of the text in its dialectical context, the study revealed a set of co-orienting and interanimating themes that can be summarised as critical knowledge management, critical technology, place-based activism, role of community elders, critical sense-making, language preservation, systemic injustice, critical rootedness, and community-based praxis, foregrounding the potential of these selected instructional materials in exposing community threats, opposing structural forces and proposing empowering alternatives.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480365
Database: ERIC
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  Data: University of Queensland. Level 2, Building 4, The University of Queensland, St Lucia 4072, Australia. e-mail: ajie@uq.edu.au; Web site: https://ajie.atsis.uq.edu.au/
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 1326-0111<br />2049-7784
– Name: Abstract
  Label: Abstract
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  Data: This critical qualitative inquiry sought to examine and understand how academic authors as curriculum implementors and media producers incorporated Indigenous knowledge and Indigenous media in the design and development of textbook tasks for media and information literacy instructional materials. This is based on the fundamental assumption that a textbook as a communication artifact is deeply implicated in the history and politics of inequality, exclusion, and elitism, marginalising and invisibilising Indigenous paradigms, policies and practices. As an analytical lens, Henry Giroux's transformative construct of "border pedagogy" was employed in making sense of how Indigenous knowledge and Indigenous media are instantiated and represented for analysis, adoption and action-taking. This research also utilised critical discourse analysis and close reading in examining the student tasks as text and the broader development ecology as the social context. In view of the text in its dialectical context, the study revealed a set of co-orienting and interanimating themes that can be summarised as critical knowledge management, critical technology, place-based activism, role of community elders, critical sense-making, language preservation, systemic injustice, critical rootedness, and community-based praxis, foregrounding the potential of these selected instructional materials in exposing community threats, opposing structural forces and proposing empowering alternatives.
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  Data: 2025
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  Data: EJ1480365
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Textbook Preparation
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Media Literacy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Place Based Education
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Language Maintenance
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Western Civilization
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Mainstreaming Indigenous Knowledge in/through Media and Information Literacy: A Basis for a Decolonised Task Design
        Type: main
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              Type: published
              Y: 2025
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              Value: 1326-0111
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              Value: 2049-7784
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