Toward a model of global meaning making

• The paper proposes a model for cross-cultural meaning-making and worldly reading, emphasizing global epistemological eclecticism in research and pedagogy.
• It critiques Western exclusivity and racism while advocating for the inclusion of Indigenous and southern scholars’ epistemologies.
• The model is informed by critical theory, cultural capital, decolonization, and translanguaging, highlighting the importance of ethics and global citizenship.

• The paper discusses the colonial impact on Indigenous education systems, highlighting the need for decolonization and respect for diverse epistemologies.
• It emphasizes the lack of teacher knowledge regarding Indigenous cultural ways of knowing, perpetuating mainstream practices.
• The forced hierarchy between European and African educational systems is identified as a significant issue.
• There is a call for systemic policy changes to foster constructive dialogue between Indigenous and colonial knowledge systems.
• The paper critiques the absence of mechanisms to empower Indigenous systems, which were historically marginalized.

Not addressed in the paper.

• The paper proposes a model for cross-cultural meaning making, emphasizing global epistemological eclecticism in research and pedagogy.
• It highlights the need for diverse, adaptable spaces for meaning making, informed by cultural and ethical considerations.
• The authors stress the importance of understanding Indigenous ways of knowing to disrupt colonial educational practices.
• The paper advocates for a decolonial orientation, challenging Western exclusivity and promoting Southern epistemologies.
• It suggests that educators must interrogate their practices to better serve diverse student populations.
• The implications include fostering respectful engagements that prioritize community interests over profit or political ambitions.