• Vicente C. HandaEmail author
  • Deborah J. Tippins


In this paper, we build on growing conversations centered around indigenous knowledge and its parity with various ways of knowing nature including traditional ecological knowledge, indigenous ways of living in nature, a Japanese way of knowing seigo-shizen, and Eurocentric sciences. We situate our discussion in Philippine postcolonial realities, where categorical boundaries are blurred, and any attempt to create culturally relevant preservice science teacher preparation will create confusions and tensions between/among/within abovementioned discourses. The Philippines is a highly colonized country—physically, for more than 300 hundred years, and mentally, after our colonizers have long gone. The marks of colonization are still present in our consciousness, in our current local knowledge, and in our ways of living with nature. In the attempt to create a “third space” for culturally relevant science teacher preparation, tensions are highlighted and categorical boundaries are troubled. Where is science? Which one is indigenous or neo-indigenous? Which one is Filipino? Which one is foreign? Which one is ours? Which one is borrowed? These tensions and insights are highlighted through analysis of narratives drawn from interviews with and written outputs of prospective science teachers, as they attempted to make sense of the local knowledge of residents of a rural coastal village in the Philippines during Community Immersion, a community-centered, early field experience in science teacher preparation.


community funds of knowledge cultural relevancy in science education hybrid space third space 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Aikenhead, G. & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539–620.CrossRefGoogle Scholar
  2. Arellano, E., Barcenal, T., Bilbao, P., Castellano, M., Nichols, S. & Tippins, D. (2001a). Case-based pedagogy as a context for collaborative inquiry in the Philippines. Journal of Research in Science Teaching, 38(5), 502–528.CrossRefGoogle Scholar
  3. Arellano, E., Barcenal, T., Bilbao, P., Castellano, M., Nichols, S. & Tippins, D. (2001b). Using cased-based pedagogy in the Philippines: A narrative inquiry. Research in Science Education, 31(2), 211–226.CrossRefGoogle Scholar
  4. Baron, A. C. & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73.CrossRefGoogle Scholar
  5. Bhabha, H. (1994). The location of culture. London: Routledge.Google Scholar
  6. Carter, L. (2006). Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship. Educational Philosophy and Theory, 38(5), 677–691.CrossRefGoogle Scholar
  7. Carter, L. & Walker, N. (2010). Traditional ecological knowledge, border theory and justice. In D. J. Tippins, M. P. Mueller, M. van Eijck & J. D. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education and indigenous knowledge systems (pp. 337–348). The Netherlands: Springer.Google Scholar
  8. Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.Google Scholar
  9. Cortazzi, M. (1993). Narrative analysis. London: Falmer Press.Google Scholar
  10. Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Loftland & L. Loftland (Eds.), Handbook of ethnography (pp. 384–394). London: Sage.CrossRefGoogle Scholar
  11. Glasson, G., Mhango, N., Phiri, A. & Lanier, M. (2010). Sustainability science education in Africa: Negotiating indigenous ways of living with nature in the third space. International Journal of Science Education, 32(1), 125–141.CrossRefGoogle Scholar
  12. Gonzalez, N. (2005). Beyond culture: The hybridity of funds of knowledge. In N. Gonzalez, L. Moll & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29–46). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  13. Gonzalez, N., Moll, L. & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  14. Gonzalez, N., Moll, L., Tenery, M. F., Rivera, A., Rendon, P., Gonzalez, R. & Amanti, C. (2005). Funds of knowledge for teaching in Latino households. In N. Gonzalez, L. Moll & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 89–111). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  15. Gruenewald, D. A. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.CrossRefGoogle Scholar
  16. Gruenewald, D. A. (2003b). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–654.CrossRefGoogle Scholar
  17. Handa, V. (2008). Beyond collaboration: Community as the nexus for science teacher preparation. WVSU Graduate School Journal, 2009(1), 5–14.Google Scholar
  18. Handa, V. & Tippins, D. (2011). Cultural memory banking in preservice science teacher education. Research in Science Education. doi: 10.1007/s11165-011-9241-6.
  19. Handa, V., Tippins, D., Thomson, N., Bilbao, P., Morano, L., Hallar, B. & Miller, K. (2008). A dialogue of life: Integrating service learning in a community immersion model of pre-service science teacher preparation. Journal of College Science Teaching, 36(6), 14–20.Google Scholar
  20. Horkheimer, M. & Adorno, T. W. (1973). Dialectic of enlightenment. London: Allen Lane.Google Scholar
  21. Horsthemke, K. (2008). The idea of indigenous knowledge. Archaeologies: Journal of the World Archaeological Congress, 4(1), 129–143.Google Scholar
  22. Jamison, A. & Mejlgaard, N. (2010). Contextualizing nanotechnology education: Fostering a hybrid imagination in Aalborg, Denmark. Science as Culture, 19(3), 351–368.CrossRefGoogle Scholar
  23. Jocano, L. F. (1968). Sulod society: A study of kinship system of the mountain people of Central Panay. Quezon City, Philippines: U.P. Asian Center.Google Scholar
  24. Johnson, J. & Murton, B. (2007). Re/placing native science: Indigenous voices in contemporary constructions of nature. Geographical Research, 25(2), 121–129.CrossRefGoogle Scholar
  25. Jones, O. & Cloke, P. J. (2002). Tree cultures: The place of trees and trees in their place. New York, NY: Berg.Google Scholar
  26. Kuhn, T. (1962). The structure of scientific revolution. Chicago: University of Chicago.Google Scholar
  27. Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. Philadelphia: University of Pennsylvania.Google Scholar
  28. Lee, H., Yen, C.-F. & Aikenhead, G. (2011). Indigenous elementary students’ science instruction in Taiwan: Indigenous knowledge and science. Research in Science Education. doi: 10.1007/s11165-011-9240-7.
  29. Le Grange, L. (2007). Integrating Western and indigenous knowledge systems: The basis for effective science education in South Africa? International Review of Education, 53(5–6), 577–591.CrossRefGoogle Scholar
  30. Magos, A. (1996). Notes on the sugidanon of the Bukidnons of Central Panay. Danyag, 1(1), 4–25.Google Scholar
  31. Magos, A. (1999). Sea episodes in the sugidanon (epic) and the boat-building tradition in Central Panay, Philippines. Danyag, 4(1), 5–29.Google Scholar
  32. McKinley, E. (2007). Postcolonialism, indigenous students, and science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 199–226). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  33. Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R. & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70.CrossRefGoogle Scholar
  34. Mueller, M. & Tippins, D. (2009). van Eijck and Roth’s utilitarian science education: Why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive. Cultural Studies of Science Education, 5(4), 993–1007.CrossRefGoogle Scholar
  35. Nichols, S., Tippins, D., Morano, L., Bilbao, P. & Barcenal, T. (2006). Creating a community-based science education research: Narratives from a Filipino barangay. In G. Spindler & L. Hammond (Eds.), Innovation in educational ethnography: Theory, methods, and results (pp. 345–377). New York, NY: Lawrence Erlbaum.Google Scholar
  36. Ogunniyi, M. (2004). The challenge of preparing and equipping science teachers in higher education to integrate scientific and indigenous knowledge systems for learners. South African Journal of Science Education, 10(1), 1–9.Google Scholar
  37. Olmedo, I. (1997). Voices of our past: Using oral history to explore funds of knowledge within a Puerto Rican family. Anthropology & Education Quarterly, 28(4), 550–573.CrossRefGoogle Scholar
  38. Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. Amos & R. Wisniewski (Eds.), Life history and narrative (pp. 5–24). London: The Falmer Press.Google Scholar
  39. Ramnarain, U. & de Beer, J. (2011). Science students creating hybrid spaces when engaging in an expo investigation project. Research in Science Education. doi: 10.1007/s11165-011-9246-1.
  40. Richardson, L. & St Pierre, E. A. (2005). Writing: A method of inquiry. In N. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 507–535). Thousand Oaks, CA: Sage.Google Scholar
  41. Somerville, M. (2010). A place pedagogy for ‘global contemporaneity’. Education Philosophy and Theory, 42(3), 326–344.CrossRefGoogle Scholar
  42. Spence, D. P. (1986). Narrative smoothing and clinical wisdom. In T. R. Sarbin (Ed.), Narrative psychology: The storied nature of human conduct (pp. 211–232). New York, NY: Praeger.Google Scholar
  43. Tippins, D., George, J. & Britton, S. (2010). Considering the consequences of hybridity and protecting traditional ecological knowledge from predation. In D. J. Tippins, M. P. Mueller, M. van Eijck & J. D. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education and indigenous knowledge systems (pp. 349–356). The Netherlands: Springer.Google Scholar
  44. Tippins, D. & Handa, V. (2010). Community immersion as a context for relevant science teacher preparation in the Philippines: An ecojustice perspective. In Y. J. Lee, K. Tobin & W. M. Roth (Eds.), Handbook of research in science education research in Asia (Vol. 4, pp. 415–426). Rotterdam, Netherlands: Sense.Google Scholar
  45. Turnbull, D. (1997). Reframing science and other local traditions. Futures, 29(6), 551–562.CrossRefGoogle Scholar
  46. Velez-Ibanez, C. & Greenberg, J. (2005). Formation and transformation of knowledge. In N. Gonzalez, L. Moll & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 47–69). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  47. van Eijck, M. & Roth, W.-M. (2007). Keeping the local local: Recalibrating the status of science and Traditional Ecological Knowledge (TEK) in education. Science Education, 91(6), 926–947.CrossRefGoogle Scholar

Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  1. 1.Division of Science EducationWest Visayas State UniversityIloilo CityPhilippines
  2. 2.Department of Mathematics and Science EducationUniversity of GeorgiaAthensUSA

Personalised recommendations