Responding to Glocalisation and Foundationalism in Science and Math

  • Dawn Sutherland
  • Denise Henning
Part of the Cultural Studies of Science Education book series (CSSE, volume 3)


I just returned from Thailand. It was an interesting experience teaching a science methods course for Canadian pre-service teachers completing their education degree overseas. Something interesting happened while I was there. As part of the course, my students were required to create a portfolio of cultural and local examples from Thai culture that would help create early and middle years’ science experiences that were more locally relevant. When I explained the assignment, students just stared at me, and asked, “why would we want to do that?” You see, my Canadian students realized very quickly that one of the purposes behind Thai students attending English schools in Thailand is to become more aware of eurowestern culture. So, both my past and recent experiences help me relate to Drs. Luitel and Taylor’s chapter on the impact a non-critical presentation of global (really eurowestern) education has on non-eurowestern educational systems.


Teacher Education Program Mathematics Teacher Education Indigenous Student Transformative Education Canadian Student 
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  1. Sutherland, D. L., & Henning, D. (2009). Ininiwi-Kiskanītamowin: A framework for long-term science education. Canadian Journal of Science, Mathematics and Technology Education, 9, 173–190.CrossRefGoogle Scholar
  2. Waziyatawin, A. W., & Yellow Bird, M. (2005). For indigenous eyes only. Santa Fe: School of American Research Press.CrossRefGoogle Scholar

Copyright information

© Springer Netherlands 2010

Authors and Affiliations

  • Dawn Sutherland
    • 1
  • Denise Henning
    • 2
  1. 1.University of WinnipegWinnipegCanada
  2. 2.University College of the NorthThe PasCanada

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