Abstract
This chapter examines the prospects for the intellectual enfranchisement of Indigenous peoples through a study of the educational travels of Tibetan knowledge. Seismic changes in Tibetan children's education have contributed to the travels of Tibetan knowledge for educational uses. To theorise Tibetan knowledge flows, this chapter defines the troubling concept of 'Tibetan knowledge' by locating it in reference to the debates over funds of knowledge. An outline of the research process that made possible the sketching of a typology of Tibetan knowledge flows is provided. The analysis of evidence indicates four key instances of the fruitfulness of the travels of Tibetan funds of knowledge. These concern physical education through Tibetan dance (Guozhuang); school management provisions which accommodate students' commitments to their families' economic well-being; the introduction of Tibetan art (Thangha) as a university course, and the use of work song recitals in Tibetan language classes. This study identifies key educational enablers of accessability to Tibetan knowledge as advances in Tibetan information technology, the growth in Tibetan publications and publishing channels, and the employment of intellectual experts in Tibetan knowledge. However, we note that these uses of Tibetan knowledge in integrated curricular depend on intellectual coexistence with Han and Western knowledge.
| Original language | English |
|---|---|
| Title of host publication | Indigenous Peoples |
| Editors | Rhonda Craven, Gawaian Bodkin-Andrews, Janet Mooney |
| Place of Publication | U.S.A. |
| Publisher | Information Age |
| Pages | 161-181 |
| Number of pages | 21 |
| ISBN (Print) | 9781617359637 |
| Publication status | Published - 2013 |