Integrating Indigenous and Western Education in Science Curricula

Integrating Indigenous and Western Education in Science Curricula

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  • Author: Eun-Ji Amy Kim
  • Publisher:
  • ISBN: 9783030889500
  • Category :
  • Languages : en
  • Pages : 0

"Eun-ji Amy Kim eloquently braids story and scholarly inquiry into a richly layered and engaging must-read for science educators and beyond. Through a decolonizing and discursive analysis of K-12 science curricula, policies, and pedagogical attempts at infusing Indigenous knowledge, she poses a Dancing Amoeba Model for engaging Indigenous knowledge and science - learned from the wisdom of Indigenous Elders and scholars - as an innovative ethical relational science curriculum." - Marie Battiste, Professor Emerita, University of Saskatchewan, Canada This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing 'cross-cultural' science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation - university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers - this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding 'relationships at play', this book also shows the author's journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know. Dr Eun-Ji Amy Kim (she/her) is Lecturer in Social Diversity and Indigenous Education in the School of Education and Professional Studies, Griffith University, Queensland, Australia. She is a former high school teacher and an education consultant for diverse Indigenous communities across Canada.


Integrating Indigenous and Western Education in Science Curricula

Integrating Indigenous and Western Education in Science Curricula

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  • Author: Eun-Ji Amy Kim
  • Publisher: Springer Nature
  • ISBN: 3030889491
  • Category : Education
  • Languages : en
  • Pages : 286

This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing ‘cross-cultural’ science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation – university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers – this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding ‘relationships at play’, this book also shows the author’s journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know.


Remapping Africa in the Global Space

Remapping Africa in the Global Space

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  • Author: Edward Shizha
  • Publisher: Springer
  • ISBN: 9462098360
  • Category : Technology & Engineering
  • Languages : en
  • Pages : 224

"What are the benefits and risks for Africa’s participation in the globalisation nexus? Remapping Africa in the Global Space is a visionary and interdisciplinary volume that restores Africa’s image using a multidisciplinary lens. It incorporates disciplines such as sociology, education, global studies, economics, development studies, political science and philosophy to explore and theorise Africa’s reality in the global space and to deconstruct the misperceptions and narratives that often infantilise Africa’s internal and international relations. The contributions to this volume are a hybrid of both ‘outsider’ and ‘insider’ perspectives that create a balanced critical discourse that can provide ‘standard’ paradigms that can adequately explain, predict, or prevent Africa’s current misperceptions and myths about the African ‘crisis’ and ‘failure’ status. The authors provide a holistic, and perhaps, anticolonial and anti-hegemonic perspective that can benefit a wide spectrum of academics, scholars, students, development agents, policy makers in both governmental and non-governmental organisations and engage some alternative analyses and possibilities for socio-politico and economic advancement in Africa. The book provides up-to-date scholarly research on continental trends on various subjects and concerns of paramount importance to globalisation and development in Africa. “The book is brilliant! Remapping Africa in the Global Space: Propositions for Change explores Africa from the perspective of academics specialised in subject matters pertaining to the continent. In this age of globalisation, I find this book invaluable. It is a good read as it dissects analyses and presents issues affecting the continent in an articulate and cogent way. I highly recommend its use in academic institutions!” – Magnus Mfoafo-M’Carthy, Assistant Professor, Lyle S. Hallman Faculty of Social Work; Fellow of Tshepo Institute for the Study of Contemporary Africa, Wilfrid Laurier University, Kitchener, Canada “More than anything else, Remapping Africa in the Global Space: Propositions for Change speaks to the complex, multifaceted, and interfused character of the development challenges and prospects of Africa. Indeed, few books have examined contemporary Africa as comprehensively and insightfully as this edited volume; it is widely welcomed in the African academic, scholarly and research arena.” – Joseph Mensah, Professor of Geography, York University, Toronto "


Two-Way Science

Two-Way Science

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  • Author: Chris Deslandes
  • Publisher:
  • ISBN: 9781486313082
  • Category : Aboriginal Australians
  • Languages : en
  • Pages : 288

Two-way Science: An Integrated Learning Program for Aboriginal Desert Schools supports remote Indigenous schools and communities to develop integrated learning programs connecting the cultural knowledge of the local community with Western science and the Australian curriculum. A Two-way Science approach promotes Indigenous leadership in education, and fosters partnerships between schools, communities, Indigenous ranger programs and scientists. This book contains curriculum-linked education activities for primary and middle school students, and background knowledge for teachers based on the desert regions of Australia.


International Handbook of Research on Multicultural Science Education

International Handbook of Research on Multicultural Science Education

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  • Author: Mary M. Atwater
  • Publisher: Springer Nature
  • ISBN: 3030831221
  • Category : Science
  • Languages : en
  • Pages : 1629

This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.


Indigenous STEM Education

Indigenous STEM Education

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  • Author: Pauline W. U. Chinn
  • Publisher: Springer Nature
  • ISBN: 3031304519
  • Category : Science
  • Languages : en
  • Pages : 303

This book explores ways in which systems of local knowledge, culture, language, and place are foundational for STEM learning in Indigenous communities. It is part of a two-volume set that addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Themes of learning from elders, through practice and place-based experiences are found across cultures. Each chapter brings a uniquely Indigenous point of view to the educational transformation efforts taking place in these distinct contexts. In the second section the chapters use authentic research stories to explain many ways in which regular disciplinary policies and practices can impact Indigenous students’ participation in STEM classrooms and careers. These authors go on to discuss ways to engage learners in STEM activities that are interconnected with the contexts of their lives.


African Science Education

African Science Education

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  • Author: Jamaine Abidogun
  • Publisher: Routledge
  • ISBN: 1351668994
  • Category : Social Science
  • Languages : en
  • Pages : 218

Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience. The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students’ science comprehension by affirming their society’s science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences. This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.


Ecological Education in Action

Ecological Education in Action

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  • Author: Gregory A. Smith
  • Publisher: SUNY Press
  • ISBN: 9780791439852
  • Category : Education
  • Languages : en
  • Pages : 256

Celebrates the work of educators who explore ecological issues in school and non-school settings. Gives examples of ways to impact the thinking of children and adults in order to affirm the values of sufficiency, mutual support, and community.


Native Science

Native Science

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  • Author: Gregory Cajete
  • Publisher: Santa Fe, N.M. : Clear Light Publishers
  • ISBN:
  • Category : Science
  • Languages : en
  • Pages : 336

Cajete examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts. Unlike the western scientific method, native thinking does not isolate an object or phenomenon in order to understand it, but perceives it in terms of relationship. An understanding of the relationships that bind together natural forces and all forms of life has been fundamental to the ability of indigenous peoples to live for millennia in spiritual and physical harmony with the land. It is clear that the first peoples offer perspectives that can help us work toward solutions at this time of global environmental crisis.


Science Education for Everyday Life

Science Education for Everyday Life

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  • Author: Glen S. Aikenhead
  • Publisher: Teachers College Press
  • ISBN: 9780807746349
  • Category : Education
  • Languages : en
  • Pages : 194

This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.