The Theme

Advances in education within recent times have almost become synonymous with the acquisition and use of the latest technological gadget, deployment of Internet capability to schools, and training of educators to become digitally literate. These developments necessitate the reskilling of educators to help make educational institutions more efficient and relevant to learners in the digital age. However, these improvements run the risk of merely effecting superficial change in educational practice if they are not situated within the context of a larger culture that promotes and values inquiry into educational goals, processes, and outcomes. Such a culture can actively facilitate and stimulate innovation so that it becomes intrinsic to work in education.

A culture of inquiry and innovation must also recognize the indigenous context.  The assumption that knowledge is universal, objective, and value free should be questioned.  A new culture needs to be adopted that recognizes the types of problems faced by the indigenous learner. A first step in developing this culture is celebrating indigenous [sources of] knowledge. That is, using local funds of knowledge as the impetus for curricula inquiry, culturally relevant pedagogy, and research.

We invite you to consider presenting to the 2013 conference empirical work and/or position papers/concept papers from varied research traditions that can contribute to developing a new culture of inquiry and innovation by considering questions such as these:

1. What are teachers' conceptions/perceptions of indigeneous knowledge?
2. How do teachers tap into learners’ indigenous knowledge?
3. What are the barriers to establishing a culture of inquiry, innovation and indigenization?