ABSTRACT
In this chapter, we focus on the idea of indigenous knowledge and how this relates to the curriculum. We do this by examining the work of Marie Battiste, who has written extensively on these concepts and concept relations. The chapter will clarify the theoretical framework that has been developed by her to understand what indigenous knowledge is, provide some insight into the reasons for the tensions between indigenous and Eurocentric ways of knowing, and then show how these forms of knowledge can be applied to the curriculum. This will involve an examination of two key conceptual areas: indigeneity and decolonization.
