Pedagogical Alliances Between Indigenous and Non-Dualistic Cultures: Meta-Cultural Education

Cover
Title
Copyright
Contents
Acknowledgements
Introduction
	Overview of chapters
PART I Meta-cultural education: Indigenous perspectives
	1	Meta-cultural understanding of ‘cultures’
		Pre-existing concepts and pre-understanding
		Concepts and ‘culture’
		Culture, cultures, and modes of being
		Cultural awareness, cultural differences, and cultural diversity
		Meta-cultural understanding
	2	Aboriginal cultural values in Western education
		Dreaming: networked individuality
		Deities: collective and relational consciousness
		Land-links: interrelational beings and lifehood education
		Kinship: non-dualistic structures
		Dualistic vs. holistic vs. non-dualistic thinking
	3	Metaphysical approaches to worldviews and relative otherings
		The multiplicity of worldviews
		Monistic worldviews and contextual thinking
		Dualistic worldviews and critical thinking
		Holistic worldviews and relational thinking
		Relative otherings of cultural representations
	4	Evolving dualism in multicultural policies
		Australian multicultural policies
			White Australia policy
			Assimilation and Integration policies
			Multicultural policy
			Symbiosis of egalitarianism and liberalism
		Interculturalism and intercultural dialogue
			Québécois interculturalism
			European intercultural dialogue
			Non-neutral secularism and individualism
		Evolving dualism
	5	Culturally inclusive pedagogy: duality and non-duality
		Collective effervescence and learning styles
		Dualistic cultural inclusivity
		Non-dualistic approaches: community-links and intercultural identity
		Cultural interface for creating a third cultural space
		The cultural mind: new individuality
	6	Designing a third cultural space
		Design dimensions of creating a cultural space
		8 Aboriginal ways of learning for creating a third cultural space
		Durithunga: learning of collectiveness
		Both-ways: networked community-based learning
		Alpha-, beta-, and meta-cultural dimensions of learning community
PART II Pedagogical alliances of non-dualistic cultures
	7	Non-dualistic cultural inclusivity and pedagogical alliances
		Non-dualistic interaction for cultural inclusivity
			Inter-individual interaction
			Inter-collective interaction
		Intercultural hegemony and transformative dialogue
		Social and ontological transformation
		Pedagogical alliances of non-dualistic cultures
	8	Holistic contemplative pedagogy: self-awareness and contemplation
		Critical pedagogy
		Indigenous critical pedagogy
		Systematic non-duality
		Contemplative pedagogy
		Holistic contemplative pedagogy
	9	Holistic moral pedagogy: values and virtues education
		Values education
		Islamic moralistic holism
		Holistic moral pedagogy
	10	Communal character pedagogy: teacher identities
		Elder: transcendental collectiveness
		Sage: exemplary persons
		Guru: teacher-fronted
		Bodhisattva: enacting self
		Communal character pedagogy
	Conclusion: the networked world and pedagogical alliances of cultures
		Nodes and the network
		Shifts of self-concepts
		Emerging wholeness
		Pedagogical approaches to intercultural alliances
		Allied pedagogical strategies
Index