Evaluating Indigenous Science Education Programs: Applying the Ininiwi-kiskānītamowin Indigenous Science Education Model to an Informal Education Program

Sutherland, Dawn; Swayze, Natalie

doi:10.1007/978-981-4021-84-5_11

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…The growing empirical evidence for the use of CRP in science classrooms suggests that student learning improves when science teachers value students' funds of knowledge and out-of-school realities while developing relationships with their students (Goldston & Nichols, 2009;Licona, 2013;Patchen & Cox-Petersen, 2008;Tsurusaki et al, 2013). The competent use of CRP in science is more than a sporadic addition to an existing curriculum (Milner, 2011;Sutherland & Swayze, 2013); it involves drawing upon relational and antideficit orientations to enact culturally relevant, science content-related learning goals that simultaneously develop students' self-confidence, affinity, and their awareness of their contributions to and capacity to do science.…”

Section: Crp In Sciencementioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all. Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students’ realities in empowering rather than deficit‐oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students’ realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of sociopolitical consciousness, the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.

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Section: Crp In Sciencementioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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“…The literature suggests two approaches for teaching science to Aboriginal students: (a) cultural understandings communicated through language and (b) the concept of border crossing. However, there seems to be still considerable debate among science educators about ‘how best to create authentic learning experiences that combine Indigenous and Western science knowledges’ (Sutherland & Swayze, 2013, p. 179).…”

Section: Culturally Responsive Pedagogiesmentioning

confidence: 99%

“…Some educators valorise the communication of cultural understandings through language and argue that a pedagogically sound science program must use local language in order to incorporate Aboriginal understanding (Sutherland & Swayze, 2013). McKinley's (2005) work in New Zealand with Māori children argues that programs taught through Indigenous languages enable Indigenous knowledge systems to thrive, establishing ‘a dialectal relationship between language and knowledge .…”

Section: Culturally Responsive Pedagogiesmentioning

confidence: 99%

Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Rioux

Ewing

Cooper

2017

AJIE

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This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.

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Contextualising Aboriginal faunal stories with the Linnaean taxonomy: Culturally responsive pedagogy in zoology

Rioux

Ewing

2022

AJIE

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This article explores the contextualising of local Aboriginal animal stories with the zoology curriculum in Queensland at one independent high school, where students’ learning potential often remains untapped. Contextualisation, encompasses heritage, cultural knowledge, country and Linnaean zoology taxonomy to form a culturally responsive pedagogy that supports students’ learning and pride in their heritage. To illustrate how students can learn in culturally responsive ways, a sinuous path encompassing six phases for collecting local faunal stories was necessary, prior to delivering the Linnaean zoology taxonomy. Elders’ animal stories were documented and then contextualised into classificatory materials to integrate local faunal knowledge. Drawing on an Indigenist Research Framework including storytelling, talking circles, interviewing and Action Research methodology, transcribing, retranscribing and restorying was used to explore the effect of a culturally responsive approach on students’ culture, and knowledge of local fauna. Findings indicated that the local animal stories became the foundation for the development of a First Classification of Animal Kingdom chart from the non-Aboriginal animal knowledge tradition which tapped into students’ learning potential through elders’ stories about local culture. Real-life storytelling on country is preferable as such contexts provide meaningful learning for students, rather than in decontextualised classroom spaces.

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Evaluating Indigenous Science Education Programs: Applying the Ininiwi-kiskānītamowin Indigenous Science Education Model to an Informal Education Program

Cited by 3 publications

References 22 publications

Illuminating political clarity in culturally relevant science instruction

Illuminating political clarity in culturally relevant science instruction

Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Contextualising Aboriginal faunal stories with the Linnaean taxonomy: Culturally responsive pedagogy in zoology

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