Adding an Indigenous Perspective to the Science Curriculum

The overarching theme of my weblog additions, as well as my research proposal for the final paper is Traditional Ecological Knowledge (TEK), and how this type of knowledge can be used in today’s contemporary classrooms (specifically in science classes). This research focus would be on the methods of collecting research for use in science classrooms that has an indigenous perspective. In many science classrooms, teachers mainly stick to the traditional scientific method that they were taught in school. I would like to challenge other teachers to seek out resources that include the indigenous perspective specifically when it comes to the study of ecology in science classrooms.

Traditional Ecological Knowledge is part of an indigenous tribal decision making process. The use of educational technology and Geographic Information System (GIS) technology is important for students in that the student can use this technology as a guide and to help them store data and information while they are learning. TEK and GIS can be used in resource management decisions.

In conclusion, the study of ecology is like a journey through some of the most interesting and amazing creations that are on this Earth. It is the study of how systems of biology are all connected and rely on one another. TEK is a way of adding an indigenous perspective in the science classroom by examining ecology through a different lens than what modern science has to offer.

Some texts and sources of information that would be of importance to this research include:

The Aboriginal Mapping unit  http://www.nativemaps.org/taxonomy/term/55

The Arctic Studies Centre http://www.mnh.si.edu/arctic/html/tek.html

Tukilil: A Window to the Great North http://www.tukilik.org/

Parlee, B. L., K. Geertsema, and A. Willier. 2012. Social-ecological thresholds in a changing boreal landscape: insights from                 Cree knowledge of the Lesser Slave Lake region of Alberta, Canada. Ecology and Society 17(2): 20.
http://dx.doi.org/10.5751/ES-04410-170220