Dr. Linda Waimarie Nikora, a prominent Māori scholar and Professor of Indigenous Studies at the University of Auckland, New Zealand, recently visited Nepal to participate in the SEID International Conference on Indigenous-led Research and Education. In an exclusive interview with Dev Kumar Sunuwar for the Hammer Show on Indigenous Television, Dr. Nikora shared her insights on decolonizing education and empowering indigenous communities through research.
Dr. Nikora, whose groundbreaking research focuses on Māori psychology, well-being, and culture, emphasized the importance of indigenous-led research in reclaiming knowledge and shaping the future of indigenous communities. She explained that decolonization, a concept that emerged after the World Wars, signifies dismantling colonial power structures and centering indigenous perspectives. In the context of research and education, this means challenging Western-centric approaches and incorporating indigenous knowledge systems.
"Decolonizing research is about shifting the center away from the West," Dr. Nikora stated. "It's about reflecting on how knowledge has been constructed about us and asking questions about its accuracy and reliability. Indigenous frameworks, knowledge bases, and ways of doing things deserve a presence."
Dr. Nikora highlighted the pervasive influence of Western thought and philosophy in education systems all over the world, despite the fact that Western powers never formally colonized Nepal. She argued that indigenous communities, even in countries like Nepal, can relate to the concept of decolonization by recognizing the dominance of Western knowledge production and dissemination. "We have to ask ourselves: What is the state of our knowledge? Where is it? How do we want to use it?" she asserted.
Dr. Nikora stressed the vital role of indigenous knowledge in guiding research and education. She described indigenous knowledge as providing an ethical framework for evaluating other knowledge systems, ensuring that research and education serve the needs and aspirations of indigenous communities.
Drawing from her experiences in New Zealand, Dr. Nikora shared how Māori communities have embraced literacy and technology to document and preserve their oral knowledge. She highlighted the extensive body of written records, including historical narratives, land ownership claims, and academic research, that now serve as a valuable resource for Māori communities.
The conversation also touched upon the importance of community involvement and ownership in indigenous-led research. Dr. Nikora emphasized that researchers must consider the impact of their work on communities and prioritize collaborative approaches. She discussed various mechanisms, such as funding guidelines and ethics committees, that can ensure ethical research practices and community engagement.
Addressing the growing interest in indigenous studies in Nepal, Dr. Nikora expressed enthusiasm for the establishment of indigenous studies programs in universities. She observed the passion and energy among Nepali academics and administrators to create opportunities for learning and understanding indigenous knowledge. She also acknowledged the potential for indigenous universities and tribal universities to further advance indigenous knowledge systems.
Dr. Nikora concluded the interview with a powerful message for indigenous peoples: "We have to be the governors of our own futures. We have to be in control, at the table, part of the decision-making. We have to set the agenda." She expressed confidence in the ability of indigenous communities to lead the way, stating, "We have answers that the world is waiting for."
Dr. Nikora's visit and her insightful interview shed light on the crucial role of decolonizing education and empowering indigenous communities through research. Her words serve as an inspiration for indigenous peoples in Nepal and around the world to reclaim their knowledge, shape their futures, and contribute to a more just and equitable world.