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This series of essays describes the various culturally based methods utilized by a number of Indigenous communities in North and South America and South Africa to recognize the knowledge and skills gained by individuals in their life’s journey through both formal and informal educational settings. Portfolios are used as a vehicle to engage learners in an introspective process which, in Indigenous settings, enables them to value culture and identity, understand the impact and pervasiveness of colonialism, and become aware of their knowledge and skills in a more holistic context. For many learners, Indigenous Recognition of Prior Learning is a transformative process, which ultimately empowers them to identify a vision and pathway for changing their world. -Karihwakeron Thompson, chair, board of directors, International Indigenous RPL Collective
Karihwakeron Thompson is from the bear clan family of the Mohawk Nation at Wahta Mohawk Territory and serves as the chair of the International Indigenous Recognition of Prior Learning Collective (IIRPLC). Karihwakeron values his experiences with Indigenous organizations and Indigenous controlled educational institutions and continues to work with initiatives which utilize Indigenous knowledge and support the revitalization of Indigenous languages.
Paul Zakos has been actively involved in adult education for over four decades in both mainstream and Indigenous settings. He is a founding member of the Canadian Association for Prior Learning Assessment and the International Indigenous RPL Collective. He has implemented RPL and adult friendly practices across Canada, USA, Chile, South Africa, and Ecuador working closely with colleagues to ensure educational policies and programs respond to community needs and the life circumstances and cultural teachings of Indigenous peoples.
