• Joanna Kidman
  • Chiung-Fen YenEmail author
  • Eleanor Abrams


The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.


Basil Bernstein hidden curriculum indigenous students science education sociology of education 


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Copyright information

© National Science Council, Taiwan 2012

Authors and Affiliations

  1. 1.He Parekereke, Faculty of EducationVictoria University of WellingtonWellingtonNew Zealand
  2. 2.Department of Ecological HumanitiesProvidence UniversityTaichungTaiwan
  3. 3.Department of EducationUniversity of New HampshireDurhamUSA

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