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A Critical Review of Traditional Ecological Knowledge (TEK) in Science Education

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Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

Abstract

What is traditional ecological knowledge? In many disciplines, including science education, anthropology, and resource management, it has been confated with Indigenous knowledges, which has contributed to misunderstandings. This article explores the history of traditional ecological knowledge and examines its contemporary conceptualizations in science education. We argue that traditional ecological knowledge and Indigenous knowledges are distinct, emphasizing that traditional ecological knowledge is a form of cultural and intellectual appropriation that modifes Indigenous knowledges to better ft a conventional Western modern science framework. Our article explores how contemporary understandings of traditional ecological knowledge have shaped the development of science education curricula.

Résumé

En quoi consistent les connaissances écologiques traditionnelles? Dans de nombreuses disciplines, y compris l’enseignement des sciences, l’anthropologie et la gestion des ressources, elles sont plus ou moins devenues synonymes de savoirs autochtones, ce qui a contribué à créer certains malentendus. Cet article explore l’histoire des connaissances écologiques traditionnelles et analyse les conceptualisations qu’on en fait aujourd’hui en enseignement des sciences. Nous soulignons que les connaissances écologiques traditionnelles et les savoirs autochtones sont distincts, et nous insistons sur le fait que les connaissances écologiques traditionnelles sont une forme d’appropriation culturelle et intellectuelle qui modife les savoirs autochtones de sorte qu’ils s’adaptent mieux au cadre scientifique occidental moderne. L’article analyse comment certaines lectures contemporaines des connaissances écologiques traditionnelles continuent d’infuencer le développement des curriculums en enseignement des sciences.

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Authors and Affiliations

  1. Department of Integrated Studies in Education, Faculty of Education, McGill University, 3700 McTavish Street, Room 244, Education Building, Montreal, QC, H3A 1Y2, Quebec, Canada

    Eun-Ji Amy Kim, Anila Asghar & Steven Jordan

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  1. Eun-Ji Amy Kim
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  2. Anila Asghar
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  3. Steven Jordan
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Correspondence to Eun-Ji Amy Kim.

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Kim, EJ.A., Asghar, A. & Jordan, S. A Critical Review of Traditional Ecological Knowledge (TEK) in Science Education. Can. J. Sci. Math. Techn. Educ. 17, 258–270 (2017). https://doi.org/10.1080/14926156.2017.1380866

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