How might Native science inform “informal science learning”?

Brayboy, Bryan McKinley Jones; Castagno, Angelina E.

doi:10.1007/s11422-008-9125-x

Cited by 103 publications

(73 citation statements)

References 18 publications

(19 reference statements)

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“…First, the design team focused on epistemological differences in relational construals between indigenous and Western knowledge systems [Barnhardt & Kawagley, 2005;Brayboy & Castagno, 2008;Cajete, 1999;Kawagley, 1995]. Science classrooms typically segregate relationships between life forms that are foundational in indigenous epistemologies and reject indigenous conceptions of life forms.…”

Section: Episode Two: Water's Life Depends On Forms Of Lifementioning

confidence: 99%

Desettling Expectations in Science Education

Bang

Warren²,

Rosebery³

et al. 2012

Human Development

315

237

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Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that ‘settled expectations’ in schooling function to (a) restrict the content and form of science valued and communicated through science education and (b) locate students, particularly those from nondominant communities, in untenable epistemological positions that work against engagement in meaningful science learning. In this article we examine two episodes with the intention of reimagining the relationship between science learning, classroom teaching, and emerging understandings of grounding concepts in scientific fields – a process we call desettling. Building from the examples, we draw out some key ways in which desettling and reimagining core relations between nature and culture can shift possibilities in learning and development, particularly for nondominant students.

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Section: Episode Two: Water's Life Depends On Forms Of Lifementioning

confidence: 99%

Desettling Expectations in Science Education

Bang

Warren²,

Rosebery³

et al. 2012

Human Development

315

237

View full text Add to dashboard Cite

show abstract

“…Lived science curricula Brayboy and Castagno (2008) maintain that ''many Indigenous peoples would argue that their laboratory is the world and that their survival rested on puzzling over observations and phenomena and coming to make sense of them in ways that allowed them to survive'' (p. 732). They note that there is a tendency by academics to essentialize tribal cultures, and we agree, suggesting that incommensurability falls prey to this trend.…”

Section: Rejecting Incommensurabilitymentioning

confidence: 99%

van Eijck and Roth’s utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

Mueller

Tippins

2009

Cult Stud of Sci Educ

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This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a ''fundamental'' basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

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“…Further support for the synthesis of IAK and formal school science can be found in the concepts of culturally relevant pedagogy (Ladson-Billings 1995), cultural border-crossing and culturally sensitive science learning (Aikenhead and Jegede 1999), eco-justice pedagogy (Bowers 2001), culturally responsive science education (Brayboy and Castagan 2008) and, most recently, culturally aligned classroom science (Mpofu, Otulaja, and Mushayikwa 2014). The pedagogical strategies that emanate from these conceptual terms may have some distinct characteristics, but they all share commonalities, including the recognition of place and local culture (language) in learning, the importance of indigenous knowledge systems for learners as an informal learning, and the role of elders (indigenous knowledge experts) in enriching the educational experiences of both indigenous and non-indigenous learners in schools.…”

Section: Introductionmentioning

confidence: 99%

Weaving indigenous agricultural knowledge with formal education to enhance community food security: school competition as a pedagogical space in rural Anchetty, India

Shukla

Barkman²,

Patel

2016

Pedagogy, Culture & Society

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Like many socially and economically disadvantaged farming communities around the world, the Anchetty region of Tamil Nadu, India, has been experiencing serious food security challenges mainly due to the loss of traditional foods such as small millets and associated crops (SMAC) and associated indigenous agricultural knowledge (IAK). Drawing on communitybased participatory research conducted in Anchetty's Pandurangdoddy village, this paper explores the local understanding of IAK related to SMAC through young learners (school-going students) and their mentors (local farmers and community members), using a case study of school-based competition. Follow-up interviews with participating students, mentors and teachers were organised to explore the potential of a school competition as a pedagogical strategy to promote learning of IAK in formal school settings in order to safeguard the existing and future food security of local communities. There was a general consensus among the teachers, participating students, mentors (community members) and NGOs anout the potential for a school competition to create an alternative pedagogical space where IAK and curriculum-based knowledge could be intertwined and exchanged. Pedagogical spaces that weave IAK into schools, however, bring together the different and contested perspectives of the participants to understandings of the potential values of IAK.

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How might Native science inform “informal science learning”?

Cited by 103 publications

References 18 publications

Desettling Expectations in Science Education

Desettling Expectations in Science Education

van Eijck and Roth’s utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

Weaving indigenous agricultural knowledge with formal education to enhance community food security: school competition as a pedagogical space in rural Anchetty, India

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