M2: Cross-Cultural Science Teaching. Susan Beeley

I have, at this point, decided to stick to where the majority of my experience lies and work with Math and Science teaching and how to best give Indigenous ways of knowing value and authenticity within these subjects (though I will likely focus on Science).  For this reason I have spent the past few weeks trying to academically familiarize myself with some of the key foundations I am hoping my assignment will be based on.  My resources are, as a result, largely academic/scholarly papers.

Website: Siwal Si’wes Library

This is a digital collection of resources made available through Mission Public School District.  The intent is to support teachers as they attempt to integrate authentic Aboriginal knowledge and beliefs with the content of   BC’s new curriculum.  In addition to providing resources to support curriculum it has a wealth of information for anyone wanting to better understand how Aboriginal content enhances curriculum content.

Paper: Indigenous Knowledge and Science Revisited

This is another paper by Glen Aikenhead.  This paper is a “guided tour” through three different ways of knowing science and nature (Eurocentric, Indigenous, and neo-indigenous (many Asian nations).  The paper does a great job out outlining the key differences, of interest here, between Eurocentric and Indigenous ways of approaching both knowledge and what it means, and what it is to live in nature.  If further goes on to suggest some practical ways that the two views can be taught through the premise of two-eyed seeing, though this link is not explicitly made.  A summary paper of the key differences can be found at Two-eyed seeing: a cross-cultural science journey.

Paper: Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing.

This paper outlines the unfolding of the Integrated Sciences program at Cape Breton University.  This program was intended to put science learning into an Indigenous context in order to encourage Indigenous people to engage with and pursue further education and careers in science given a  recent history of limited numbers.  The central premise of the program was two-eyed seeing as presented by elder Albert Marshall.

Paper:  Sense of Place in the Practice and Assessment of Place Based Science Teaching.

Resources prior to this one have been focused largely on exploring the difference between Eurocentric Science and Indigenous ways of knowing in science.  A major difference between the two is the importance given to “place”.  If we are to integrate the two approaches to “science” successfully it provides an excellent starting point from which we can move forward in linking both approaches to the local environment and community.

Paper: A Deeper Sense of Place

This paper takes a more intimate look at how research in the field of science can draw upon the knowledge of local Indigenous populations to carry out truly collaborative research.  A number of topics are covered in the book, but the chapters that are of most interest to me involve consideration of climate change and of resource management.

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