Advertisement

CONTEXTUALIZING CULTURALLY RELEVANT SCIENCE AND MATHEMATICS TEACHING FOR INDIGENOUS LEARNING

  • Eleanor AbramsEmail author
  • Peter Charles Taylor
  • Chorng-Jee Guo
Article

Key words

culturally relevant science culturally relevant mathemathics indigenous learning 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  1. Abrams, E., Yen, C.-F., Blatt, E. & Ho, L. (2009). Unpacking the complex influences of schooling, sense of place and culture on the motivation of Taiwanese elementary students to learn science in school: Using a socio-cultural approach with phenomenological research methodologies. In D. Zandvliet (Ed.), Diversity in environmental education (pp. 103–129). Taipei: Sense.Google Scholar
  2. Aikenhead, G. (2001). Integrating Western and aboriginal sciences: Cross-cultural science teaching. Journal of Research in Science Education, 31(3), 337–355.CrossRefGoogle Scholar
  3. Aikenhead, G., Calabrese, A. B. & Chinn, P. (2006). Toward a politics of place-based science education. Cultural Studies of Science Education, 1(2), 403–416.CrossRefGoogle Scholar
  4. Aikenhead, G. & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Don Mills: Pearson Education. ISBN13: 9780132105576.Google Scholar
  5. Aikenhead, G. & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2, 539–620.CrossRefGoogle Scholar
  6. Barnhardt, R. (2004). Domestication of the Ivory Tower: Institutional adaptation to cultural distance. Anthropology and Education Quarterly, 33(2), 238–249.Google Scholar
  7. Barnhardt, R. (2005). Creating a place for indigenous knowledge in education: The Alaska native knowledge network. Retrieved November 11, 2005 from http://www.ankn.uaf.edu/Curriculum/Articles/RayBarnhardt/PBE_ANKN_Chapter.htm1.
  8. Barnhardt, R. & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36(1), 8–23. Electronic ISSN 1548-1492, American Anthropological Association.CrossRefGoogle Scholar
  9. Baron, A. C. & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73.Google Scholar
  10. Barton, B. (1992). A philosophical justification for ethnomathematics and some implications for education. Paper presented at the 7th International Congress on Mathematics Education, Quebec, Canada.Google Scholar
  11. Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Prepared for the National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC), Ottawa.Google Scholar
  12. Belgarde, M., Mitchell, R. & Arquero, A. (2002). What do we have to do to create culturally responsive programs? The challenge of transforming American Indian teacher education. Action in Teacher Education, 24(2), 42–54.Google Scholar
  13. Bishop, A. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15–18.Google Scholar
  14. Brayboy, B. (2005). Transformational resistance and social justice: American Indians in Ivy League Universities. Anthropology & Education Quarterly, 36(3), 193–211.Google Scholar
  15. Brayboy, B. M. J. & Castagno, A. E. (2008). How might native science inform ‘informal science learning’? Cultural Studies of Science Education, 3, 731–750.CrossRefGoogle Scholar
  16. Brayboy, B. M. J. & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1–21.Google Scholar
  17. Buxton, C. (2006). Creating contextually authentic science in a “low-performing” urban elementary school. Journal of Research in Science Teaching, 43(7), 695–721.Google Scholar
  18. Cajete, G. (1988). Motivating American Indian students in science and math. Las Cruces: ERIC Clearinghouse on Rural Education and Small Schools. ED# ED296812.Google Scholar
  19. Cajete, G. (2000). Native science: Natural laws of interdependence. Sante Fe: Clear Light.Google Scholar
  20. Chien, S.-J. (1998). Cultural features and math learning: A case of Yami people in the Orchid Island. Journal of National Taitung Teachers College, 9, 283–306.Google Scholar
  21. Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.CrossRefGoogle Scholar
  22. Fatnowna, S. & Pickett, H. (2002). The place of indigenous knowledge systems in the post-postmodern integrative paradigm shift. In C. A. Odora Hoppers (Ed.), Indigenous knowledge and the integration of knowledge systems. Towards a philosophy of articulation (pp. 257–265). Claremont: New Africa Books.Google Scholar
  23. Fine, M. (1994). Working the hyphens: Reinventing self and other in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 70–82). Thousand Oaks: Sage.Google Scholar
  24. Fu, L.-Y. (1999). Science education for the aboriginal schools in Taiwan: A world view perspective. Chinese Journal of Science Education, 7(1), 71–90.Google Scholar
  25. Fu, L.-Y. (2003). Whose life experiences? A discussion on Aboriginal life experiences in the area of natural and life sciences and technologies in the nine-year integrated curriculum. Aboriginal Education Quarterly, 31, 5–26.Google Scholar
  26. Gibson, B. & Puniwai, N. (2006). Developing an archetype for integrating native Hawaiian traditional knowledge with earth system science education. Journal of Geoscience Education, 54, 287–294.Google Scholar
  27. Guba, E. & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park: Sage.Google Scholar
  28. Guba, E. G. & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 191–215). Thousand Oaks: Sage.Google Scholar
  29. Harris, M. (1976). The history and significance of the etic/emic distinction. Annual Review of Anthropology, 5, 329–350.CrossRefGoogle Scholar
  30. Hatcher, A. (2012). Building cultural bridges with aboriginal learners and their “classmates” for transformative environmental education. Journal of Environmental Studies and Science, 2, 346–356.Google Scholar
  31. Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27, 666–677.CrossRefGoogle Scholar
  32. Irzik, G. (2001). Universalism, multiculturalism, and science education. Science Education, 85, 71–73.CrossRefGoogle Scholar
  33. Jane, B. (2003). The dilemma of incorporating spiritual perspective in science education. Retrieved from http://www.aare.edu.au/03pap/jan03155.pdf.
  34. Janesick, V. (2000). The choreography of qualitative research design: Minuets, improvisations, and crystallization. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 379–399). Thousand Oaks: Sage.Google Scholar
  35. Kawagley, A. O. (1995). A Yupiaq world view: A pathway to ecology and spirit. Prospect Heights: Waveland.Google Scholar
  36. Kawagley, A.O. & Barnhardt, R. (1998). Education Indigenous to place: Western science meets native reality. Alaska Native Knowledge Network, University of Alaska Fairbanks. Retrieved from http://www.ankn.uaf.edu/Curriculum/Articles/BarnhardtKawagley/EIP.html.
  37. Kidman, J., Abrams, E. & McRae, H. (2010). Imaginary subjects: School science, indigenous students and knowledge power relations. British Journal of Sociology of Education, 32(2), 203–220.CrossRefGoogle Scholar
  38. Kincheloe, J. L. & Steinberg, S. R. (2008). Indigenous knowledges in education: Complexities, dangers and profound benefits. In N. K. Denzin, Y. S. Lincoln & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 135–156). Thousand Oaks, CA: Sage Publications, Inc.Google Scholar
  39. Knowles, J. G. & Cole, A. L. (Eds.). (2008). Handbook of arts in qualitative research. Thousand Oaks: Sage.Google Scholar
  40. Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks: Sage.Google Scholar
  41. Levinson, M. (2012). No citizen left behind. Cambridge, MA: Harvard University Press.Google Scholar
  42. Lewis, B. F. & Aikenhead, G. (2001). Introduction: Shifting perspectives from universalism to cross-culturalism. Science Education, 85, 3–5.CrossRefGoogle Scholar
  43. Lin, H.-P. (1999). Discussion of the dilemma with Aborigine’s education in elementary school. Aboriginal Education Quarterly, 13, 91–96.Google Scholar
  44. Matthews, S., Howard, P. & Perry, B. (2003). Working together to enhance Australian aboriginal students’ mathematics learning. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 26), Deakin University, Geelong.Google Scholar
  45. McCarty, T. L. (2002). A place to be Navajo: Rough rock and the struggle for self-determination in indigenous schooling. In J. Spring (Ed.), Sociocultural, political, and historical studies in education. Mahwah: Lawrence Erlbaum.Google Scholar
  46. McKinley, E. (1996). Towards an indigenous science curriculum. Research in Science Education, 26(2), 155–167.CrossRefGoogle Scholar
  47. McKinley, E. (2001). Cultural diversity: Masking power with innocence. Science Education, 85, 74–76.CrossRefGoogle Scholar
  48. 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: Lawrence Erlbaum.Google Scholar
  49. McKinley, E. & Stewart, G. (2009). Falling into place: Indigenous science education and research in the Pacific. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 49–66). Rotterdam, Boston, Taipei: Sense Publishers.Google Scholar
  50. McKinley, E. & Stewart, G. (2012). Out of place: Indigenous knowledge in the science curriculum. In B. J. Fraser et al. (Eds.), Second international handbook of science education. Springer international handbooks of education 24. doi: 10.1007/978-1-4020-9041-7_37. © Springer Science+Business Media B.V. 2012.Google Scholar
  51. Meyer, M. A. (2001). Our own liberation: Reflections on Hawaiian epistemology. The Contemporary Pacific, 13(1), 124–148.CrossRefGoogle Scholar
  52. Mutua, K. & Swadener, B. B. (Eds.). (2004). Decolonizing research in cross-cultural contexts: Critical personal narratives. Albany: State University of New York Press.Google Scholar
  53. National Center for Education Statistics (2010a). Retrieved from http://nces.ed.gov/nationsreportcard/about/.
  54. National Center for Education Statistics (2010b). Retrieved from http://nces.ed.gov/timss/.
  55. National Center for Education Statistics (2010c). National Indian Education Study 2009 NCES 2010-463 US Department of Education Institute of Education Sciences: The educational experiences of American Indian and Alaska native students in grades 4 and 8 statistical analysis report part II. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies/2010463.pdf.
  56. Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79(5), 583–593.CrossRefGoogle Scholar
  57. Ogunniyi, M. B. (2007). Teachers’ stances and practical arguments regarding a science–indigenous knowledge curriculum: Part 1. International Journal of Science Education, 29(8), 963–986.CrossRefGoogle Scholar
  58. Orfield, G. & Lee, C. (2006). Racial transformation and the changing nature of segregation. Cambridge, MA: The Civil Rights Project at Harvard University.Google Scholar
  59. Quigley, C. (2009). Globalization and science education: The implications for indigenous knowledge systems. International Education Studies, 2(1), 76–88.Google Scholar
  60. Russell, D. & Russell, P. (1999). The importance of science education for indigenous students Alaska natives: Education resources information center. ERIC Document Reproduction Service No. ED474430.Google Scholar
  61. Santoro, N., Reid, J., Crawford, L. & Simpson, L. (2011). Teaching indigenous children: Listening to and learning from indigenous teachers. Australian Journal of Teacher Education. 36, 65-76.Google Scholar
  62. Snively, G. & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85, 6–34.CrossRefGoogle Scholar
  63. Taylor, P.C. (2013a). Transformative science teacher education. In R. Gunstone (Ed.), Encyclopedia of science education. Dordrecht: Springer (in press).Google Scholar
  64. Taylor, P.C. (2013b). Research as transformative learning for meaning-centred professional development. In O. Kovbasyuk & P. Blessinger (Eds.), Meaning-centred education: International perspectives and explorations in higher education. London: Routledge (in press).Google Scholar
  65. Taylor, P. C., Taylor, E. & Luitel, B. C. (2012). Multi-paradigmatic transformative research as/for teacher education: An integral perspective. In B. J. Fraser, K. G. Tobin & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 373–387). Dordrecht: Springer.CrossRefGoogle Scholar
  66. Taylor, P. C. & Wallace, J. (Eds.). (2007). Contemporary qualitative research: Exemplars for science and mathematics educators. Dordrecht: Springer.Google Scholar
  67. Tippeconnic, J. W., III, & Faircloth, S. C. (2010). The education of indigenous students. In B. McGaw, E. Baker, & P. L. Peterson (Eds.), International Encyclopedia of Education (3rd edition). Amsterdam, the Netherlands: Elsevier.Google Scholar
  68. United Nations’ Department of Economic and Social Affairs (2004). The concept of indigenous people. UN Doc. PFII/2004/WS.1/3.Google Scholar
  69. US Department of Education (2010). Retrieved from http://www2.ed.gov/nclb/accountability/schools/accountability.html.
  70. 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
  71. Villegas, M., Neugebauer, Rak, S. & Venegas, K. (2008). Indigenous knowledge and education: Sites of struggle, strength and survivance. Cambridge, MA: Harvard Educational Publishing Group.Google Scholar
  72. Zevenbergen, R. (2003). Explaining success in school mathematics: Mythology, equity, and implications for practice. Reflections, 28(3), 40–47.Google Scholar

Copyright information

© National Science Council, Taiwan 2013

Authors and Affiliations

  • Eleanor Abrams
    • 1
    Email author
  • Peter Charles Taylor
    • 2
  • Chorng-Jee Guo
    • 3
  1. 1.Department of EducationUniversity of New HampshireDurhamUSA
  2. 2.Science and Mathematics Education CentreCurtin UniversityBentleyAustralia
  3. 3.National Changhua University of EducationChanghuaTaiwan

Personalised recommendations