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Learning Indigenous Science from Place

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Learning Indigenous Science from Place Dr. Herman Michell Principal Investigator First Nations University of Canada Yvonne Vizina Co-Investigator – PowerPoint PPT presentation

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Title: Learning Indigenous Science from Place


1
Learning Indigenous Science from Place
Dr. Herman Michell Principal Investigator First
Nations University of Canada Yvonne Vizina
Co-Investigator University of Saskatchewan
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  • It has become possible for Indigenous people
  • to refuse to speak about ourselves
  • in ways foreign to us,
  • to explain ourselves in terms not appropriate to
    us,
  • to judge ourselves by criteria we did not
    institute,
  • or to accept that our traditional knowledge
  • is not knowledge at all.
  • We can hold firm our own Indigenous ways of
    knowing and,
  • in so doing, protect and preserve those ways.
  • (Dr. Eva Marie Garroutte, 1999).

6
Learning Indigenous Science from Place
  • An action research study examining
    Indigenous-based Science Perspectives in
    Saskatchewan First Nations and Métis Community
    Contexts
  • The Project Team FN Métis communities,
    FnUniv, UofS, FSIN, STC, MLTC, GDI, Min. of
    Educ., Public/Catholic schools, Teachers Elders

7
Research Questions
  • What is a First Nations perspective of learning
    Indigenous Science from Place?
  • What is a Métis perspective of learning
    Indigenous Science from Place?
  • How can learning from place help create a
    foundation for a science curriculum that is
    contextualized to place and to the people of that
    place?
  • How can these perspectives inform teachers of
    processes and content needed in science
    curriculum?
  • What supports are needed for educators to engage
    in Indigenous science?

8
Cultural-based Approaches to Science Education
  • The idea of cultural-based approaches to science
    education is a new development in a long history
    of Indigenous education and reflects an evolution
    of thought related to self-determination,
    community-based education and the preservation of
    cultural identity. (Cajete, 1999)

9
Importance of Science in Aboriginal Communities
  • Increased Control of Land Resources
  • Increased Control of Health Programs
  • Increased Need for Science Professionals
  • Community Infrastructure Development
  • Global Bio-diversity Sustainable Issues

10
Low Numbers of Aboriginal individuals in Science
Careers
  • Despite a rich backdrop of cultural traditions,
    languages, values, practices and holistic ways of
    connecting with natural reality that could serve
    as a foundation for scientific learning and
    achievement...
  • Aboriginal Peoples are chronically
    under-represented in virtually all fields of
    science.
  • Aboriginal individuals are systematically locked
    out of high paying jobs in science related
    fields.
  • Why?...Whats the Problem?

11
The Problems are Complex .
  • Systemic Factors - Social/Political/Economic
  • Linked to Colonized / Marginalized Status in
    Canada
  • Assimilation through Education
  • Euro-centric Schooling Practices Policies
  • 100 Years of Residential Schooling
  • Loss of Culture, languages, values, practices
  • Loss of Indigenous Knowledge Systems

12
Reviews of First Nations Métis Education
  • 1988 - NIB Review
  • 1987 - Barmen, Hebert, McCaskill Review
  • 1992 - Canadian Education Association
  • 1995 - Battiste Review
  • 1996 - Royal Commission Report
  • 2005 Canadian Council on Learning

13
Some Key Problems...
  • Provincial Science Curriculum Inclusive Issues
  • Chronic Under-funding in Schools
  • Inadequate Facilities, Equipment Materials
  • Shortage of Indigenous Science scholars
  • Lack of Indigenous Science teachers
  • Indigenous Science in Teacher Education
  • Appropriate Cultural Linguistic Content
  • Elder Parental Involvement
  • Teacher Turnover Consistency

14
Some Key Problems...
  • High Drop-out rates in High School
  • Poor Attendance - High Absenteeism
  • Poor Academic Achievement Levels
  • Lack of Preparedness for Post-secondary level
  • Alcohol Drug Abuse Problems
  • Overcrowded Housing Conditions
  • High Suicide Rate among Youth
  • Single Parent Families with limited Supports

15
Creating a Pathway...
  • The problems are systemic and will require
    systemic solutions...
  • Science Education must be re-defined based on
    First Nations Métis community foundations
  • Context Specific the Idea of Place
  • Community-based Articulation of Indigenous
    ontology, epistemology, methodology, and
    pedagogy
  • Community Involvement in the Planning,
    Development, Implementation, Evaluation of
    Indigenous science curriculum

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Re-defining Science
  • The Myth of Science as non-cultural
  • Towards Science as Cultural Political
  • Indigenous Science needs no validation from
    Western Science
  • Honoring Creating Space for Indigenous
    Knowledge Systems to Flourish
  • Towards an Inter-connected Consciousness
  • Nourishing, Life-giving Sustainable

17
Stereotypes of Indigenous Knowledge
  • Primitive Folklore
  • Static View - Something of the Past
  • Irrational Irrelevant
  • Religious Assimilation Fear Mongering
  • Evil, Demonic, Witchcraft, Voodoo
  • Worshipping Other gods

18
What is Science?
  • Science is a tool. It is used in coming to know
    the natural world.
  • Science is also a cultural extension of
    particular human groups.
  • There are Diverse cultures with Diverse tools.
    Multi-science perspectives.
  • Indigenous people have their own set of tools in
    coming to know natural world.

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Indigenous Diversity Complexity
  • A Shared Worldview of Interconnectedness
  • Diverse Knowledge Systems
  • Diverse Values
  • Diverse Languages
  • Diverse Environments
  • Diverse Practices Technologies

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Clash of Worldviews
  • Indigenous Worldviews are fundamentally different
    than the Euro-Western worldview promoted through
    contemporary science education.
  • Western science is a sub-culture
  • Western science worldview dominates all spheres
    of society. curriculum.
  • Clash of Worldviews
  • First Nations vs. Western Science
  • Métis knowledge dismissed by experts

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  • We live in a world of many cultures,
  • all of which have different standards.
  • It is not necessary to devalue
  • the standards of Western society,
  • except insofar as they claim to be the only
    worthwhile standards.
  • (Hampton, 1995)

22
Euro-Western Science
  • Science is a subset of Euro-Western Culture.
  • People are separate from the World Around them.
  • What counts as Science - Is what can be Measured.
  • Focus on Physical World - Absence of the Sacred
  • Scientific Method - Compartmentalized Knowledge
  • Fragmented Worldview - Linear - Hierarchical
  • Mechanistic - Reductionist - Rational -
    Impersonal Mathematical idealized -
    De-Contextualized Exploitative - Materialistic -
    Ideological - Elitist.

23
Indigenous Science
  • Abundant examples exist of scientific thought in
    First Nations Métis communities.
  • Indigenous people used scientific processes of
    investigating, discovering, experimenting,
    observing, defining, comparing, relating,
    inferring, classifying, and communicating in
    order to develop technology that enabled them to
    survive within particular environments (Ovando,
    1994).

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Indigenous Science Examples that Resonate with..
  • Medical Practices
  • Nutrition
  • Ecology
  • Agriculture
  • Biology
  • Chemistry
  • Geology
  • Physics
  • Mathematics
  • Astronomy
  • Architecture
  • Conservation

25
Indigenous Science...
  • Physical Spiritual Are Not Separate
  • Holistic - Communal - Contextual
  • Inclusive - Cooperative - Peaceful
  • Focus on Natural Laws Land
  • Respect Reverence for all Life
  • Reciprocity Interdependence
  • Balance Wholeness - Inner Outer Harmony
  • Sustainable

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Indigenous Science Approaches
  • Indigenous Local Concepts Examples
  • Experiential Hands-On Activities
  • Multi-sensory - Multiple Anchors of Retention
  • Indigenous Elders
  • Indigenous Methodologies
  • Indigenous Languages
  • Learning Styles Teaching Styles
  • Role Models Mentors
  • Textbook Visual Classroom Materials
  • Trans-disciplinary Curriculum
  • Indigenous-based Assignments

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Indigenous Methodologies
  • Experiential - On the Land
  • Traditional Technologies
  • Indigenous Contributions
  • Storytelling Sharing Circles
  • Supervised Unsupervised Participation
  • Intergenerational Teaching
  • Apprenticeship
  • Observation Natural Inquiry
  • Dreaming Imagination
  • Ritual Ceremony

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Traditional Knowledge Protocols
  • There are Protocols around Traditional Knowledge
  • It is crucial to consult with Elders what parts
    of traditional knowledge should be addressed and
    how such issues should be taught in public.
  • Cultural expressions that include drumming,
    ceremony, sacred songs, dances, prayers, dreams
    and creation stories teach people about
    relationships with Natural Reality.
  • However, Caution must be taken There are
    cultural expressions that belong to certain
    clans, societies, and knowledge keepers and can
    only be shared by certain people under certain
    conditions protocols
  • Ensure students are fully prepared and understand
    the significance of specific practices that
    relate to what you are trying to teach them.
  • In some cases, individuals will share freely
    expecting you will know the ethics around
    knowledge use.

29
More Research is Needed...
  • The main weakness of current research around
    cultural-based approaches to science education is
    the lack of quantitative data about how, why, and
    in what contexts cultural-based approaches are
    more effective than Western approaches (Cajete,
    1999).

30
Province Wide Articulation
  • It is time to articulate Indigenous Science
    Education from the foundation of First
    communities
  • Community-based research
  • Locally-developed Options
  • The Answers Lie Within.

31
Sharing the Burden...
  • Community-driven - Direct Benefits
  • Long-term Funding Mechanisms
  • Partnerships with Industry
  • Partnerships with Universities
  • Partnerships with Schools
  • Partnerships with Governments

32
Thank you...
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