Abstract:The purpose of this chapter is to introduce the relation between Western modern science and Indigenous ways-of-knowing-in-being as it manifests within spaces of science education: as simultaneously co-constitutive and othering. In turn, unsettling science education is presented as a double(d) approach to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices. As a more nascent approach to the question of Indigenous science within science education… Show more
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