Conversations on cultural sustainability: stimuli for embedding Indigenous knowledges and ways of being into curriculum

Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

“…The addition of indigenous knowledge in the curricula is an essential element of contemporary science education. Indigenising curriculum refers to the integrating of indigenous knowledge into the school science curriculum (Moyo & Kizito, 2014), incorporating an audible ìnative voiceî (Acton, Salter, Lenoy, & Stevenson, 2017). The introduction of indigenous knowledge into science school might present science more appropriate for a student in the culturally different classroom (De Beer & Whitlock, 2009), could have a definite impact on studentsí enthusiasm in science (Kasanda et al, 2005), and help them appreciate as well as maintain alive the native knowledge (Ngíasike, 2011).…”

Pedagogical approaches to teaching and adaptation of indigenous minority peoples of the North in higher educational institutions

“…Higher education for minority indigenous peoples in practice remains a problematic area for the Krasnoyarsk Territory. According to the North and Indigenous Peoples Committee of Legislative Assembly, only about 5 % of the indigenous population have received higher education, and about 2 % have received no education at all 1 . This occurs despite the fact that numerous preferences are given to indigenous peoples: indigenous peoples have the right to access higher educational institutions without taking examinations or on preferential terms (according to the Russian law, higher educational institutions assist in enrollment in preparatory departments in the case where school leavers represent certain categories of citizens in accordance with the Federal law of the Russian Federation N 82-FZ dated 30.04.99 "On granting the rights of small indigenous minorities of the Russian Federation", which include the indigenous minorities of Northern Siberia) upon receiving positive grades at the entrance examinations or in an interview; they also have the right to travel to the place of study at the expense of budgetary funds and are entitled to receive material aid in the form of additional payments towards scholarships, food allowances, etc.…”

“…Consideration is also given to factors influencing the quality of education, methods for ensuring the best conditions for mastering the programs and the issue of students' future employment. P. Acton, P. Salter, M. Lenoy, R. Stevenson [1], K. Bischoping, N. Fingerhut [3], E. Wikaire, E. Curtis, D. Cormack, Y. Jiang, L. McMillan, R. Loto, P. Reid [10], L. S. M. Cortes [9], J. E. Murphy [21] draw attention to enhancing the students diversity and the struggle to achieve fair academic results for indigenous students and those representing ethnic minorities. J. Bullen and H. Flavell [5] [13].…”

Virtual tours of Country: creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities

“…Research has documented the efficacy of the use of video as evoking understanding and empathy within students, as well as to incite critical engagement (Gay, 2018;Grogan et al, 2019). Importantly for the purpose of Indigenisation, the more tangible and interactive nature of these more visual modes of education have been shown to be conducive to a challenging reconstruction of epistemological and ontological paradigms of students; one of the core goals of curricula Indigenisation (Acton et al, 2017;Jackson et al, 2013;Nash et al, 2006;Nursey-Bray, 2019).…”