Mary BuffonIndigenous Knowledge ApproachSummary:The four articles provided a range of similar views, strategies and approaches to Indigenous knowledge. The ideas presented by the four authors compare in a range of ways, highlighting and presenting a range of new understandings in regards to Indigenous Knowledge that had not been evident for the writer before.

All authors recognise the language barriers that are faced by many Indigenous students and their families in our classrooms today. Agrawal (1995), Appana (2011), Brayboy & Maughan (2009) and Hewson & Ogunniyi (2011) all hold similar views in that language is a crucial factor in the ultimate success of students in the classroom. All authors identify that language is an element that teachers need to take time to explore, whilst building student-teacher relationships to acknowledge, and provide ways to eliminate language barriers in their classroom and their students education.

Agrawal (1995) explores how Indigenous knowledge is often seen as problematic in todays society. The author suggests this can be attributed to the modern day technology, with many people believing the Indigenous Knowledge is out-dated. However, all four authors, Agrawal (1995), Appana (2011), Brayboy & Maughan (2009) and Hewson & Ogunniyi (2011), recognise the importance of acknowledging the differences in both Indigenous Knowledge and the Western World, but emphasise the importance of taking the time and opportunities with your students to find the similarities within the two groups. The authors understand and acknowledge the important notion for teachers to be able to combine both the Indigenous and Western Knowledge into one curriculum to respect both the similarities and differences between each culture.

Appana (2011) explores how the relevance of the school curriculum can be quite excluding and daunting for a large number of Indigenous students, an explanation to the growing numbers of Indigenous students leaving school at an early age. The curriculum exclusion begins with the contrast between the Indigenous views and the Western world views. Appana (2011) highlights the emphasis the Western world put on facts and producing knowledge to progress society, where as, the Indigenous world view of intelligence highlights value, spirituality and holistic views to maintain society. The cultural exclusion and discrimination highlighted by Appana (2011) is ultimately affecting students desire and will to go to school and succeed in their learning. All four authors therefore acknowledge how the Indigenous knowledge approach should be used in complimentary with other approaches, due to the complex nature of the curriculum. Brayboy & Maughan (2009) emphasises the power of the Indigenous Knowledge approach and the range of possibilities it presents to students, with all authors acknowledging this.