Towards living knowledges: the transformative potential of indigenous ways of being and knowing

Abstract

This Thesis looks at the relations of Peace Studies and indigenous forms of producing knowledge and conceiving existence. The examination of this connection is important in order to provide more humane and emancipatory relations between different forms of knowing and being. I contend that indigenous models enrich Eurocentric assumptions of learning. The research approach adopted in this Thesis includes a personal exploration of indigenous pedagogies as well as theoretical analysis of Peace Education in this context. The insights can contribute to gap differences between Western and indigenous forms of learning. Furthermore the Thesis recommends to adapt various strategies of living knowledges in our Western societies.