Exploring Creolisation in Recognition Systems for Inclusive Learning

In a recent panel discussion, Tyson Yunkaporta introduced the concept of creolisation, which focuses on how diverse knowledge systems can interact and transform one another. This contrasts sharply with conventional views of education that often see borders as barriers rather than dynamic spaces of potential interaction and growth. Yunkaporta emphasizes that instead of one system simply absorbing the other, there's an opportunity for genuine exchange.

This reflection aligns with the notion that Recognition of Learning is critical to the evolution of education in the upcoming decade. However, many existing frameworks still favor a limited, often assimilation-focused approach, failing to give full weight to informal and experiential knowledge.

Tyson Yunkaporta on the Getting Smart Podcast

When different knowledge systems intersect, they have the potential to reshape each other. However, recognition policies often overlook this by leaning heavily on Recognition of Prior Learning (RPL), which has traditionally imposed predetermined frameworks on diverse knowledge forms. The challenge lies in validating various ways of knowing on their own terms rather than forcing them into existing molds. Yunkaporta critiques the limitations of RPL, suggesting it often leads to a kind of polite assimilation rather than true recognition of difference.

• As Serge Ravet frames it: Decolonisation contests the power that imposes identities and hierarchies; creolisation describes what becomes possible when different identities enter into Relation without one absorbing the others.

To counter these assimilationist tendencies, there’s a call for Recognition Sovereignty, granting communities the right to validate their own members without the pressure to conform to external standards. However, Yunkaporta warns against creating rigid boundaries that mimic colonial logic. Recognizing sovereignty alone isn't enough; a nuanced approach, such as creolisation, adds depth to the discussion and paves the way for relational understanding.

This complexity raises pivotal questions for the design of future recognition systems. Should they create isolating frameworks that protect identities, or should they foster environments where diverse systems can engage and co-evolve? The latter, as Yunkaporta proposes, is crucial for fostering genuine connection among varying knowledge systems.

Current Western qualifications frameworks often pursue cognitive uniformity, focusing on a singular understanding of knowledge. To truly include lifewide learning, architectures must transition towards a relational model—not only accommodating individual and community autonomy but also enriching dialogues that respect cultural contexts.

For practical implementation, we must rethink governance models that typically rely on top-down regulatory mechanisms. Instead, consider the creation of Protocols for Epistemic Interoperability, informed by traditional indigenous practices of relationship governance. Such protocols would provide respectful pathways for crossing boundaries, promoting sharing without compromising the integrity of diverse knowledge systems.

South Africa’s Indigenous Knowledge Systems (IKS) Act of 2019 exemplifies this shift. It establishes a framework that empowers communities to manage their knowledge systems, enabling the issuance of legally recognized credentials by community elders. This model prioritizes dialogue over mere assimilation, marking a significant departure from conventional accreditation.

Protocols like these establish strict engagement guidelines, preventing predatory practices and ensuring sacred knowledge is honored. Technically, they could leverage decentralized standards, such as Open Badges and Verifiable Credentials, allowing various validation systems to operate within trusted circles, thus transforming the notion of privacy into one of intimate trust.

While we have made progress in establishing the foundations of Recognition Sovereignty, the next critical step is to develop the relational protocols that facilitate interaction rather than isolation. The challenge that remains is whether we can create systems that truly enable communities to foster connections and learn from one another.

Ultimately, the pressing question is whether we will design systems that lead to sovereign fortresses of isolation or enable the relational intelligence necessary for mutual transformation and genuine dialogue. This conversation about Transknowledging becomes vital in moving forward with inclusive recognition frameworks.

Simone Ravaioli is a Recognition Technologist and Credentials Cartographer working across education, technology, and global policy. As Senior Director of Global Learning Innovation at Instructure, he leads strategic initiatives that advance learner-centric recognition systems, credential portability, and data interoperability. He works with global partners to translate complex challenges into practical solutions that connect education and employment through innovation and aligned strategy. He currently serves as Co-chair of the W3C Verifiable Credentials for Education Task Force and Chairperson of the Credential Engine Advisory Group. These roles let him contribute to open standards and infrastructure that make recognition more transparent, portable, and meaningful.

The Creolisation of Recognition appeared first on Getting Smart.