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How might Native science inform “informal science learning”?

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Abstract

This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities.

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Notes

  1. By Indigenous here, we mean the original peoples of particular lands. In the case of this article, we are referencing the original peoples of the Americas, who are often described as First Nations, American Indians, Alaska Natives, and Kanaka Maoli (Native Hawai’ians).

  2. Three topics that are rarely included in discussions of culturally responsive schooling are sovereignty, racism, and epistemologies. We suggest that any discussion of culturally responsive schooling for Indigenous youth must take into account issues of sovereignty and racism, as well as the worldviews and epistemologies of Indigenous people and tribal communities. Because it is outside the scope of this article, we do not cover these topics here; however, we have addressed them in detail elsewhere (Castagno and Brayboy, in press).

  3. The literature includes Cleary and Peacock (1998), Trujillo et al. (2002), Garcia and Ahler (1992), Agbo (2004), Lipka (1990), and Klump and McNeir (2005).

  4. This literature includes such works as Allen and Seumptewa (1993), Snively (1995), Cajete (1988), and MacIvor (1995).

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Authors and Affiliations

  1. Division of Educational Leadership and Policy Studies, Arizona State University, Farmer 120, P. O. Box 872411, Tempe, AZ, 85287-2411, USA

    Bryan McKinley Jones Brayboy

  2. University of Alaska Fairbanks, 713A Gruening Building, P.O. Box 756480, Fairbanks, AK, 99775-6480, USA

    Bryan McKinley Jones Brayboy

  3. Educational Leadership and Foundations, College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ, 86011, USA

    Angelina E. Castagno

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  1. Bryan McKinley Jones Brayboy
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  2. Angelina E. Castagno
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Correspondence to Bryan McKinley Jones Brayboy.

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Brayboy, B.M.J., Castagno, A.E. How might Native science inform “informal science learning”?. Cult Stud of Sci Educ 3, 731–750 (2008). https://doi.org/10.1007/s11422-008-9125-x

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