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In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al.

ABSTRACT:In the context of schooling, resiliency refers to the ability to thrive academically despite adverse circumstances. In this study the relationship between academic resilience and student's collateral learning is explored in 20 students of Cree ancestry. The individual resilience of each student was examined by identifying protective factors for school leaving within the microsystem of each student's ecological framework. Student responses to questions related to motivation and engagement were ranked. In addition, students' perception of the influence of family and peers on individual attributes toward schooling was ranked.To gain insight into the collateral learning aspects of science learning in Cree students, the participants in this study were asked to reflect on their learning strategies through the use of critical incidents. The relationship between collateral learning and resiliency was also explored.This study found that students possessing a greater number of protective factors were more likely to learn science in a way described by Jegede's collateral learning theory. Responses to critical incidents indicate some Cree students hold at least two sources of knowledge to explain some science concepts and therefore may adopt a collateral learning strategy. The importance these students place on earned or experiential knowledge is evident in the interviews. Some suggestions for classroom instruction are offered in conclusion.

This article first describes an integration of the theoretical models currently found in the literature that discusses the implementation of science programs in Indigenous contexts. The article then reports on the findings from a two-day conference discussing best practice for incorporating Indigenous knowledge in science education, which involved 50 science teachers, consultants, and administrators from urban, rural, and First Nations communities in Manitoba. Participants read "Ininiwi-Kiskānītamowin," a proposed framework for a lifelong strategy on science and math education; presented information about their individual science programs; and participated in an action research project that identified the components that were common across all programs. The four common components were Elders, language, culture, and experiential learning, which we then incorporated more explicitly into the Ininiwi-kiskānītamowin framework. The investigation also implicated a modification of the Ininiwi-kiskānītamowin framework-to assist Indigenous communities as they developed science programming that acknowledged Elders, culture, language, and experiential learning as essential to instilling a sense of place.Résumé: Cet article présente d'abord une intégration des modèles théoriques actuels dans la littérature, qui traitent de la mise en place de programmes scientifiques dans des contextes autochtones. Ensuite, l'article analyse brièvement les résultats d'une conférence de deux jours sur les pratiques d'excellence visantà intégrer les connaissances autochtonesà l'enseignement des sciences, conférenceà laquelle ont participé 50 enseignants, consultants et administrateurs provenant de différentes communautés urbaines, rurales et autochtones du Manitoba. Les participants ont lu le «Ininiwi-kiskānītamowin», un cadre visantà mettre au point une stratégieà long terme d'enseignement des sciences et des mathématiques, ils ont donné des informations sur leurs propres programmes scientifiques et ont participéà un projet de recherche-action pour déterminer quelś etaient les points communsà tous les programmes. Ces points communsétaient les suivants: les anciens, la langue, la culture et l'apprentissage expérientiel. Ceséléments ont ensuiteété incorporés de façon plus explicite dans le cadre «Ininiwi-kiskānītamowin». L'une des implications de cette recherche est donc la modification du cadre «Ininiwi-kiskānītamowi n» afin d'assister les communautés autochtones dans le développement de programmes scientifiques qui reflètent l'importance

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In Canada, there is increasing recognition that poor educational outcomes of children and adolescents involved with the child welfare system represent an emerging crisis for youth, their families, and the broader society. Interprofessional education and collaboration between educators and social workers may facilitate better outcomes for children in care. Although interprofessional education (IPE) and interprofessional collaboration (IPC) are well established in the allied health fields, there is not an equivalent acceptance within the applied social sciences, specifically in education and child welfare contexts. This may partially be attributed to the “siloed” nature of these professions, which limits both capacity and opportunities for professionals to understand each other’s mandates, roles, and policies. The purpose of this paper is to describe the development, implementation, and evaluation of a graduate elective course for social workers and educators that was geared toward educational outcomes of children in care. Thirty-eight students from both disciplines participated in a summer institute. Although participants valued the content and process of the course, it is unclear whether these types of initiatives facilitate enhanced IPC. Findings do however suggest that IPE initiatives targeted toward a specific population may have more positive outcomes, compared to general IPC.

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