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Formabiap's Indigenous educative community, Peru: a biosocial pedagogy.

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Title: Formabiap's Indigenous educative community, Peru: a biosocial pedagogy.
Authors: Rahman, Elizabeth Ann, Barbira Freedman, Françoise, García Rivera, Fernando Antonio, Castro Rios, Meredith
Source: Oxford Review of Education. Aug2023, Vol. 49 Issue 4, p536-554. 19p. 2 Color Photographs.
Subjects: Teacher training, Theory of knowledge, Biosocial theory, Indigenous peoples
Geographic Terms: Peru
Abstract: This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap's 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Formabiap's Indigenous educative community, Peru: a biosocial pedagogy.
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  Data: <searchLink fieldCode="AR" term="%22Rahman%2C+Elizabeth+Ann%22">Rahman, Elizabeth Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Barbira+Freedman%2C+Françoise%22">Barbira Freedman, Françoise</searchLink><br /><searchLink fieldCode="AR" term="%22García+Rivera%2C+Fernando+Antonio%22">García Rivera, Fernando Antonio</searchLink><br /><searchLink fieldCode="AR" term="%22Castro+Rios%2C+Meredith%22">Castro Rios, Meredith</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Aug2023, Vol. 49 Issue 4, p536-554. 19p. 2 Color Photographs.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Biosocial+theory%22">Biosocial theory</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+peoples%22">Indigenous peoples</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peru%22">Peru</searchLink>
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  Label: Abstract
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  Data: This article provides a descriptive account of the workings of an Indigenous-led teacher training initiative in the Peruvian Amazon (Formabiap) and considers the extent of its transdisciplinary pedagogic approach, with a special focus on the ontological and epistemological stakes of intercultural knowledge exchanges in the context of contemporary global challenges. The article evaluates the extent to which Indigenous pedagogical projects can sustain inter-species relationships that promote a good life in which diverse species, including both humans and plants, can flourish. To extol the potential of Formabiap's 35 year plus Indigenous rights initiative, the authors forward the notion of biosocial pedagogy, a heuristic device that helps value the consubstantial, and relationally entangled epistemologies of Indigenous Life-worlds. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/03054985.2023.2223921
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        Text: English
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        PageCount: 19
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      – SubjectFull: Teacher training
        Type: general
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      – SubjectFull: Biosocial theory
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              Text: Aug2023
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