Theory of Knowledge
Theory of Knowledge
13
Chapters
165
Notes
Chapter 1 - Knowledge & The Knower(Core)
Chapter 1 - Knowledge & The Knower(Core)
Chapter 2 - Knowledge & Technology(Optional)
Chapter 2 - Knowledge & Technology(Optional)
Chapter 3 - Knowledge & Language(Optional)
Chapter 3 - Knowledge & Language(Optional)
Chapter 4 - Knowledge & Politics(Optional)
Chapter 4 - Knowledge & Politics(Optional)
Chapter 5 - Knowledge & Religion(Optional)
Chapter 5 - Knowledge & Religion(Optional)
Chapter 6 - Knowledge & Indigenous Societies(Optional)
Chapter 6 - Knowledge & Indigenous Societies(Optional)
Chapter 7 - History(AoK)
Chapter 7 - History(AoK)
Chapter 8 - The Human Sciences(AoK)
Chapter 8 - The Human Sciences(AoK)
Chapter 9 - The Natural Sciences(AoK)
Chapter 9 - The Natural Sciences(AoK)
Chapter 10 - The Arts(AoK)
Chapter 10 - The Arts(AoK)
Chapter 11 - Mathematics(AoK)
Chapter 11 - Mathematics(AoK)
Chapter 12 - ToK Exhibition
Chapter 12 - ToK Exhibition
Chapter 13 - ToK Essay
Chapter 13 - ToK Essay
IB Resources
Chapter 6 - Knowledge & Indigenous Societies(Optional)
Theory of Knowledge
Theory of Knowledge

Chapter 6 - Knowledge & Indigenous Societies(Optional)

An intriguing journey from western dominance to ladakhi transformation

Word Count Emoji
653 words
Reading Time Emoji
4 mins read
Updated at Emoji
Last edited on 14th Jun 2024

Table of content

Education for all & Its implications

  • Traditional knowledge practices and schools have long marginalized indigenous ways of knowing and being.
  • Example: Indigenous students have faced significant harm due to Western education systems. The Canadian residential school system and Thomas Babington Macaulay's policies in British India serve as glaring examples.
  • Even today, the educational success rate of Indigenous students in mainstream systems is less.
  • International educational programs, including the IB Diploma Programme, have failed to adequately represent and include non-Western knowledge.
  • "Decolonizing education" involves decentering Western knowledges and fostering a system that actively works towards decolonization.

Real-World Example: Imagine you're in a school where all your textbooks and the way of teaching are dominated by a single perspective, say Western. That's what we're trying to change with decolonizing education - we want to include perspectives from all around the world, including Indigenous and non-Western ones.

The power of curriculum & knowledge valuation

  • The curriculum reflects values associated with knowledge - what is taught and how it is taught.
  • A key question: Who decides which knowledge is prioritized and who gets excluded?
  • These decisions have immense power to shape societal values and worldviews.

Real-World Example: Suppose there's a school where only classical music is taught, neglecting all other genres. This decision limits students' exposure to other music forms and creates a biased understanding of music. This is why it's important to question who decides what's valued and taught.

Schooling the world & learning from ladakh

  • "Schooling the World" is a documentary on the global drive for universal education, particularly focusing on Ladakh in Northern India.
  • Ladakh witnessed massive socio-political changes over a single generation due to the application of mainstream development policies.
  • Example: In the 1990s, Ladakh had the highest rate of exam failure globally. Schools taught in foreign languages, and education didn't respect local culture.
  • The Students Educational and Cultural Movement of Ladakh (SECMOL) was founded to address these issues, making it a case study of culturally sensitive education.

Real-World Example: Think of SECMOL as a school where students who were struggling elsewhere come to learn in an environment respectful of their culture. Imagine studying in a school where you feel represented and heard - that's what SECMOL aimed to provide.

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IB Resources
Chapter 6 - Knowledge & Indigenous Societies(Optional)
Theory of Knowledge
Theory of Knowledge

Chapter 6 - Knowledge & Indigenous Societies(Optional)

An intriguing journey from western dominance to ladakhi transformation

Word Count Emoji
653 words
Reading Time Emoji
4 mins read
Updated at Emoji
Last edited on 14th Jun 2024

Table of content

Education for all & Its implications

  • Traditional knowledge practices and schools have long marginalized indigenous ways of knowing and being.
  • Example: Indigenous students have faced significant harm due to Western education systems. The Canadian residential school system and Thomas Babington Macaulay's policies in British India serve as glaring examples.
  • Even today, the educational success rate of Indigenous students in mainstream systems is less.
  • International educational programs, including the IB Diploma Programme, have failed to adequately represent and include non-Western knowledge.
  • "Decolonizing education" involves decentering Western knowledges and fostering a system that actively works towards decolonization.

Real-World Example: Imagine you're in a school where all your textbooks and the way of teaching are dominated by a single perspective, say Western. That's what we're trying to change with decolonizing education - we want to include perspectives from all around the world, including Indigenous and non-Western ones.

The power of curriculum & knowledge valuation

  • The curriculum reflects values associated with knowledge - what is taught and how it is taught.
  • A key question: Who decides which knowledge is prioritized and who gets excluded?
  • These decisions have immense power to shape societal values and worldviews.

Real-World Example: Suppose there's a school where only classical music is taught, neglecting all other genres. This decision limits students' exposure to other music forms and creates a biased understanding of music. This is why it's important to question who decides what's valued and taught.

Schooling the world & learning from ladakh

  • "Schooling the World" is a documentary on the global drive for universal education, particularly focusing on Ladakh in Northern India.
  • Ladakh witnessed massive socio-political changes over a single generation due to the application of mainstream development policies.
  • Example: In the 1990s, Ladakh had the highest rate of exam failure globally. Schools taught in foreign languages, and education didn't respect local culture.
  • The Students Educational and Cultural Movement of Ladakh (SECMOL) was founded to address these issues, making it a case study of culturally sensitive education.

Real-World Example: Think of SECMOL as a school where students who were struggling elsewhere come to learn in an environment respectful of their culture. Imagine studying in a school where you feel represented and heard - that's what SECMOL aimed to provide.

Unlock the Full Content! File Is Locked Emoji

Dive deeper and gain exclusive access to premium files of Theory of Knowledge. Subscribe now and get closer to that 45 🌟