Title: Learning Indigenous Science from Place
1Learning 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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5- 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).
6Learning 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
7Research 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?
8Cultural-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)
9Importance 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
10Low 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?
11The 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
12Reviews 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
13Some 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
14Some 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
15Creating 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
16Re-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
-
17Stereotypes of Indigenous Knowledge
- Primitive Folklore
- Static View - Something of the Past
- Irrational Irrelevant
- Religious Assimilation Fear Mongering
- Evil, Demonic, Witchcraft, Voodoo
- Worshipping Other gods
18What 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.
19Indigenous Diversity Complexity
- A Shared Worldview of Interconnectedness
- Diverse Knowledge Systems
- Diverse Values
- Diverse Languages
- Diverse Environments
- Diverse Practices Technologies
20Clash 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
21- 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)
22Euro-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.
23Indigenous 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).
24Indigenous Science Examples that Resonate with..
- Medical Practices
- Nutrition
- Ecology
- Agriculture
- Biology
- Chemistry
- Geology
- Physics
- Mathematics
- Astronomy
- Architecture
- Conservation
25Indigenous 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
26Indigenous 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
27Indigenous 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
28Traditional 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.
29More 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).
30Province 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.
31Sharing the Burden...
- Community-driven - Direct Benefits
- Long-term Funding Mechanisms
- Partnerships with Industry
- Partnerships with Universities
- Partnerships with Schools
- Partnerships with Governments
32Thank you...