Naming and Reclaiming Indigenous Knowledges in Public Institutions: Intersections of Landscapes and Experience.

Ann M. Doyle

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Library Science and Administration Indigenous Health, Education, and Rights Information Science and Libraries

Abstract

Abstract: This paper tells a story of a practitionerâ s experience in a First Nations library and how it shaped a doctoral research project on knowledge organization. It connects the landscape on the edge of a pacific forest to considerations of the impacts of the erasures of Indigenous knowledges by dominant knowledge organization systems and practices. The LIS literature on cultural bias in knowledge organization is reviewed and some ameliorative initiatives described. A theoretical lens conjoins the new sociology of education with analyses by Indigenous governance organizations. The potential of LIS research to contribute to the naming and reclaiming of Indigenous knowledges is highlighted and a proposed research plan to contribute to methodologies for Indigenous knowledge organization is outlined.

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References

20248 Decolonizing Methodologies: Research and Indigenous Peoples 2005The Sage handbook of qualitative research, 3rd ed.2007Reclaiming Indigenous Voice and Vision 2014Official knowledge: democratic education in a conservative age 1994Look to the mountain : an ecology of indigenous education 1994Feminism and Geography: The Limits of Geographical Knowledge 1996Report of the Royal Commission on Aboriginal Peoples 1991First Nations and Higher Education: The Four R's--Respect, Relevance, Reciprocity, Responsibility.

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2013Naming, claiming, and (re)creating : Indigenous knowledge organization at the cultural interface 2014Indigenous knowledge in a post‐apology era: Steps toward healing and bridge building 2016A Loose Coupling: Aboriginal Participation in Library Education - A Selective Literature Review

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