Indigenous Knowledges as a Catalyst for Change for Lifelong Learning in the 21st Century

Abstract

This chapter affirms the value of Indigenous knowledges in the twenty-first century for lifelong learning. It seeks to demonstrate the transformative power of Indigenous knowledges and learning systems in the South Pacific and in New Zealand to meet contemporary and challenging future circumstances. We, as Indigenous peoples (which we use to include Pacific peoples), can inspire and initiate change in lifelong learning approaches through recasting and reenergizing our systems to meet contemporary circumstances while boosting our resilience to the challenges of the twenty-first century. We also draw on talanoa (Talanoa is a personal encounter where people story their issues, their realities and aspirations (Vaioleti, Waikato Journal of Education, 12, 21–34, 2006, p. 1)) from the Pacific Heads of Education consultations to debate the trends in Adult Learning and Education in the context of Lifelong Learning for the Pacific sub-region, a consultative opportunity, and a preparatory meeting for CONFINTEA VII which looks forward to 2030. Building on the recommendations made, we argue that Indigenous knowledge systems must be futuristic and traditional, they must be local and global, they must be intuitive, imaginative, creative, and radical and embrace holistic approaches; they must be vital, active, and respond to the needs of today and tomorrow. Primarily they must have the capacity and agility to contribute to a just and sustainable future.