Abstract

The dominance of Global North epistemology in education has resulted in the marginalisation of Indigenous and Global South knowledge systems, reinforcing systemic inequities and epistemic injustice. This study explores the integration of indigenous first nation Blackfoot Values into teacher training and professional development in UK Higher Education as a means to challenge these hierarchies and develop intercultural competencies (ICC) among educators. Drawing on critical discourses of decolonisation, the study interrogates the erasure of Indigenous contributions to mainstream educational theories - most notably, Maslow’s Hierarchy of Needs, which was influenced by Blackfoot philosophy yet remains framed within a Eurocentric paradigm. Through thematic analysis of participant reflections, this research highlights how engaging with non-Western or Global South epistemologies fosters critical thinking, enhances cultural responsiveness, and cultivates reflective educational practices. Findings indicate that exposure to Indigenous frameworks encourages educators to reconsider pedagogical approaches, acknowledge diverse worldviews, and promote more inclusive learning environments. The study underscores the necessity of embedding Indigenous knowledge in higher education curricula, advocating for epistemological plurality to create critically engaged educators and learners.