This conceptual paper presentation focuses on developing a new theoretical framework, an Indigenist model of Special Education, in which Special Educational practices and research within Indigenous contexts can be designed. In contrast to the dominant deficit and social models that are founded in Western worldviews, the foundation of an Indigenist model of Special Education lies upon Indigenous philosophical assumptions. Furthermore, an Indigenist model of Special Education provides the opportunity for Indigenous and non-Indigenous teachers and researchers to work together: ”This emphasizes that it’s a philosophical issue, not a claiming of ownership by one group of people. You can be a white Indigenist just like you can be a male feminist” (in Adams, Wilson, Heavy Head & Gordon, 2015, p. 20). This is of importance as to a certain extent Indigenous pupils will be educated by non-Indigenous teachers, and research conducted within Indigenous contexts will be designed and conducted by non-Indigenous researchers.

Theoretical framework

The Indigenist research paradigm is a relatively new development in Indigenous research. Rix, Wilson, Sheehan and Tujague (2018, p 2) have defined Indigenist research; “Indigenist research respects and honors Indigenous ways of knowing, being, and doing through using methods that are informed by, resonate with, and are driven and supported by Indigenous peoples”. By placing Special Educational practices and research within an Indigenist paradigm, we argue that the diverse needs and interests of Indigenous pupils and communities will be addressed more adequately. Core concepts in this model are Indigenous paradigms, self-empowerment, de-colonization, power and reciprocal relationships.

Methodology

This presentation is based on our research conducted in Canada with First Nations (e.g. Lindblom, 2017) and Sámi in Sweden (e.g Jannok Nutti, 2018). Examples of inclusive practices based on Indigenous philosphical assumptions will be used to discuss paradigm tensions and how an Indigenist model can be helpful in deconstructing, reframing and reconstructing Special Educational practices and research within Indigenous settings.

Relevance to Nordic educational research

An Indigenist model of Special Education can be used in research and practice, and must be conducted in accordance with the philosophical assumtions within the specific Indigenous context. Therefore, In this paper, the concept of an Indigenist model och Special Education is relevant in the Nordic educational research setting, as well as in Indigenous contexts over the globe.

References

Adams, D. H., Wilson, S., Heavy Head, R., & Gordon, E. W. (2015). Ceremony at a Boundary fire: a story of Indigenist Knowledge. Longmont, CO. Retrieved from: http://hdl.handle.net/2123/13689

Jannok Nutti, Y. (2018). Connecting Sami education to the land and lived experience. In: J.E. Petrovic, R.M Mitchell (Eds.), Indigenous philosophies of education around the world. New York: Routledge.

Lindblom, A. (2017). Exploring autism and music interventions through a First Nations lens. AlterNative-an International Journal of Indigenous Peoples. p 1-8 DOI:10.1177/1177180117729854

Rix E.F., Wilson S., Sheehan N., Tujague N. (2018) Indigenist and Decolonizing Research Methodology. In: Liamputtong P. (eds) Handbook of Research Methods in Health Social Sciences. Springer, Singapore.