Author Guidelines
Four WINHEC Journal Streams
The on-line WINHEC Journal encourages contributors to locate their work within and/or across the four focused streams suggested below. In any given year, however, the journal may choose to invite people to submit for a Special Issue that is decided on by the WINHEC Executive Committee and Editorial Board.
Stream 1: Indigenous Paradigms of Education: Multidisciplinary, Interdisciplinary, Transdisciplinary
Indigenous peoples’ ways of observing, asking questions, structuring new knowledge and thinking about, and interpreting complex educational problems are not new. As Indigenous peoples we are also accustomed to navigating and living in two worlds. In this regard, we each share in common an Indigenous reality that connects Indigenous languages, cultures, and identity to other Indigenous world views and traditions. Similarly, we want to acknowledge that Indigenous paradigms of education often do not exist in isolation or a vacuum, but rather, they are consistently evolving, converging, co-existing, and blending with other world views, disciplines and schools of thought. This stream, therefore, will continue to build on the research that benefits, represents and legitimizes Indigenous peoples ways of doing, being and knowing. Scholarly work that is multi-disciplinary (i.e., people from varying disciplines working together; and each drawing on each other's disciplinary knowledges), inter-disciplinary (i.e., integrating knowledge(s) and methods from varying disciplines, using a synthesis of approaches), and transdisciplinary (i.e., creating a unity of intellectual and creative frameworks beyond the disciplinary veil of tradition) are key considerations underpinning this stream.
Stream 2: Indigenous Perspectives on Education: Traditional, Critical, and Socio-Cultural
There is no single discipline, no single knowledge system, no single methodology that will suffice in providing the solution(s) Indigenous peoples actively seek in education today, and into the future. Indigenous perspectives (or voices) on education must therefore be also open to considering other non-Indigenous knowledge approaches (or systems) alongside Indigenous knowledge approaches (or methods). Moreover, Indigenous perspectives on education are open to considering the diverse, dual and determined knowledge systems that advance social and academic success related to Indigenous languages, cultures and identities. Scholarly research that intersect Indigenous perspectives with traditional (i.e., including organic, holistic and humanistic approaches), critical (i.e., replace deficit theorizing with knowledge creators and agents for educational change) and socio-cultural (i.e., challenge neo-liberal, popular and systemic impediments) perspectives on education are key considerations underpinning this stream.
Stream 3: Indigenous Practices in Education: Integrated, Distinctive, Evidence Based and Empowering
Meeting the challenges associated with implementing Indigenous practices in education requires an integrated, distinctive and empowering approaches. Ensuring Indigenous peoples have the capability, opportunities, spaces, and relationships to (re)align our thinking and practices to achieve the goals and aspirations we seek are critical to our survival and legacy as Indigenous peoples. In this regard what sorts of ‘wise practices’ clearly demonstrate that Indigenous peoples are enjoying and achieving education success as Indigenous peoples today, and how do we know this to be so? Scholarly research that is integrated (i.e., socially, culturally, linguistically, environmentally and economically), distinctive (i.e., Indigenous knowledges, languages, expression and performance), evidence based (i.e., measurable, objective and effective), as well as empowering (i.e., for, by, with, alongside Indigenous peoples, and their communities) in education are key considerations underpinning this stream.
Stream 4: Indigenous Possibilities for Education: Transformational, Visionary, and Future-Focused
This stream will build on the research that Indigenous peoples are engaged in doing, and will continue to provide alternative perspectives on education, that are inclusive of Indigenous peoples and their educational goals and aspirations now, and into the foreseeable future. Of interest, how can we shape more positively the educational futures of Indigenous peoples in communities? What are the educational priorities Indigenous peoples, and their communities seek now and into the foreseeable future? What insights, reflections, experiences, and learnings do Indigenous peoples, and their communities have about what education ought to look like a generation (even seven generations) from now? How can Indigenous peoples’ education (inclusive of Indigenous languages, cultures and identities) flourish as Indigenous Peoples, and how can educational programs and policies be linked successfully to achieve the best possible outcomes? Scholarly research that is transformational (i.e., self-determining, self-governing, self-sustaining), visionary (i.e., relevant, beneficial and inspiring) and, future-focused (i.e., goal orientated, aspirational, and imagined) are key considerations underpinning this stream.
