Science Curricula and Indigenous Knowledge
Curriculum can be thought of as what is required to be taught, its scope and sequence. This is usually in the form of documentation prepared by an educational authority to be used in schools and colleges under its auspices. In recent times some of this work has been done at a national level by agreement with state, provincial, and local educational authorities (where they exist) which may then modify and enact the curriculum within their domains. In some cases the curriculum may be prepared by recognized external agencies such as the International Baccalaureate. The curriculum differs from individual teacher’s or school-based programs which are interpretations of the curriculum for individual school or classroom contexts. Universities usually prepare autonomous curricula although there are usually processes nationally and internationally to ensure comparability.
A related interpretation of curriculum refers to curriculum resources, a classroom resource which may have been developed by...
- Semali LM, Kincheloe JL (eds) (1999) What is indigenous knowledge? Voices from the academy. Falmer Press, New YorkGoogle Scholar
- van Eijck M, Roth W-M (2007) Keeping the local local: recalibrating the status of science and traditional ecological knowledge (TEK) in education. Sci Educ. doi:10.1002/sce.20227Google Scholar