Integration of Indigenous knowledge resources with the multicultural system of education in Canada

The article shows the integration of Indigenous knowledge resources with the multicultural system of education in Canada as a challenge to some assumptions about the process of complementarity and possibility of binding to the both culturally different ways of knowing. The article is based on theoretical frameworks which introduce conceptual foundations for reflects on issues related to intercultural education and integration. It shows Indigenous ways of knowing and some keys for how the Indigenous knowledge can be known. It describes the quality of Indigenous pedagogies and how the Indigenous knowledge can be taught. In the second part of the article, it undertakes an issue of the digitalization of Indigenous knowledge resources for the purpose of promoting it, decolonization as a dominant look at the analyses of the relationship between Indigenous knowledge and educational system. In conclusion, there are three possible ways of approach to their integration concerning short descriptions and critical comments.

The article aims to identify some of the misrepresentations of Ukraine that originated in Russia and led to distorted perceptions of Ukraine in the English-speaking academia. Apart from that, the article aims to expose the reasons behind the emergence of such misrepresentations, the way to counter them, and the pitfalls of using them in security analysis. The article hypothesizes that the traditional colonial perception of Ukraine prevents Western scholars and policy-makers, whom these scholars consult, from adequately interpreting and securitizing the acuteness of the contemporary Russian threat. To complete the research, the article draws from decolonial and securitization theories. The article argues that the centuries-long othering and denial of agency of Ukraine, combined with the lack of specific expertise on the country and the colonial tradition of knowledge production, led to a comparatively inconsistent response of Western academia to the post-2014 Russian aggression against a sovereign nation. To address the existing inadequacy, Western scholars should become more open to the opinions of their Ukrainian colleagues, accept the merit of unconventional perspectives, and revise Russo-centrism in research frameworks and teaching curricula.