Weaving Knowledge Systems Resource Materials

Topic: Sciences

1 to 60 of 60 results
Journal Article
Author(s):
Arun Agrawal (author)
Article Title:
Dismantling the divide between Indigenous and scientific knowledge
Journal Info:
Development and change, vol. 26, iss. 3, pp. 413-439, 1995
DOI:
10.1111/j.1467-7660.1995.tb00560.x
Formatted Citation: Use automatically-generated citations responsibly
In the past few years scholarly discussions have characterized indigenous knowledge as a significant resource for development. This article interrogates the concept of indigenous knowledge and the strategies its advocates present to promote development. The article suggests that both the concept of indigenous knowledge, and its role in development, are problematic issues as currently conceptualized. To productively engage indigenous knowledge in development, we must go beyond the dichotomy of indigenous vs. scientific, and work towards greater autonomy for ‘indigenous’ peoples. [From Author]
Journal Article
Author(s):
Steven M. Alexander (author); Jennifer F. Provencher (author); Dominique A. Henri (author); Jessica J. Taylor (author); Jed Immanuel Lloren (author); Lushani Nanayakkara (author); Jay T. Johnson (author); Steven J. Cooke (author)
Article Title:
Bridging Indigenous and science-based knowledge in coastal and marine research, monitoring, and management in Canada
Journal Info:
Environmental Evidence, vol. 8, iss. 1, pp. 36, 2019
DOI:
10.1186/s13750-019-0181-3
Formatted Citation: Use automatically-generated citations responsibly
Drawing upon multiple types of knowledge (e.g., Indigenous knowledge, local knowledge, science-based knowledge) strengthens the evidence-base for policy advice, decision making, and environmental management. While the benefits of incorporating multiple types of knowledge in environmental research and management are many, doing so has remained a challenge. This systematic map examined the extent, range, and nature of the published literature (i.e., commercially published and grey) that seeks to respectively bridge Indigenous and science-based knowledge in coastal and marine research and management in Canada. [From Author]
Video
Creator(s):
Lorna Andrews (contributor)
Title:
Indigenization, Decolonization and Reconciliation Interconnected Venn Diagram
Producer Info:
University of the Fraser Valley: , 2023
Formatted Citation: Use automatically-generated citations responsibly
A Venn diagram with accompanying description developed by Lorna Andrews based on her interpretation of the concepts from the open access BCCampus textbook: Pulling Together: a guide for Curriculum Developers. [From Author]
Web Site
Author(s)/Organization:
Lorna Andrews (author); Gloria Macarenko (author)
Web Site Title:
Educating faculty and staff at the University of the Fraser Valley helps pave the path of reconciliation in Canada. | On The Coast with Gloria Macarenko | Live Radio
Formatted Citation: Use automatically-generated citations responsibly
The University of the Fraser Valley has presented its first-ever Indigenization and Reconciliation Award to Teaching and Learning Specialist Lorna Andrews. Lorna speaks about her work to educate faculty and staff on Indigenous issues in the efforts towards reconciliation in Canada. [From Website]
Video
Creator(s):
Lorna Andrews (contributor); Mary Saudelli (contributor); Sheryl MacMath (contributor); Wenona Hall (contributor); Cindy Rammage (contributor); Amanda LaVallee (contributor); Rose Anne Timbrell (contributor); Saeed Rahman (contributor); Gracie Kelly (contributor); Eddie Gardner (contributor)
Title:
FECHD IC Introduction and Land Acknowledgement Video
Producer Info:
University of the Fraser Valley: , n.d.
Formatted Citation: Use automatically-generated citations responsibly
The Indigenization Committee of the FECHD worked with colleagues from the College of Arts, the FPS, and the Teaching and Learning Office to create this video and we are excited to share it with faculty, staff, and students at UFV. We were hearing a number of concerning stories from Indigenous faculty and students regarding microaggressions they were experiencing in classrooms, meetings, and in the hallways at UFV. These micoagressions are contributing to a lack of cultural safety on our campuses. We wanted to create a video to encourage conversation, share resources, and provide an entry point into considering how to make UFV a more culturally safe environment for everyone.

This video looks specifically at territorial acknowledgements and introductions with guidance from UFV Elders. It includes examples and discussions from interdisciplinary perspectives. It is not a ‘how-to guide,’ nor does it represent the official expectations of UFV. Instead, it provides some guidance around important things to consider when starting to Indigenize and decolonize our work and spaces at UFV. [From Website]
Journal Article
Author(s):
Vanessa Anthony-Stevens (author); Sammy L. Matsaw Jr (author)
Article Title:
The productive uncertainty of indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers
Journal Info:
Cultural Studies of Science Education, vol. 15, iss. 2, pp. 595-613, 2020
DOI:
10.1007/s11422-019-09942-x
Formatted Citation: Use automatically-generated citations responsibly
This study, undertaken in the Northwest USA, explores how graduate students in an interdisciplinary social–ecological systems research course engaged with concepts of epistemic difference and Indigenous knowledge as part of a required module titled “Ways of Knowing” to engage social and ecological change in climate science. We describe how graduate students engaged with Indigenous ways of knowing and discussion of interdisciplinary equity across knowledge systems and methodologies. Analysis of student perspectives drawn from fieldnotes, student course work, and post-course interviews illuminates tensions in preparing interdisciplinary science researchers to navigate epistemic difference. Students embraced Indigenous ways of knowing as useful for conceptualizing complex tensions in social–ecological systems research, while simultaneously sidestepping deeply rooted issues of power and coloniality in research. We trace two primary ways Indigenous ways of knowing informed interdisciplinary processes in students’ conceptualizations of social–ecological challenges: Science as more expansive: Reflexivity and interpersonal dilemmas; and Grappling with power and settler colonial discomfort. We argue that continued engagement in epistemic difference, particularly Indigenous knowledges, is necessary for cultivating scientific engagement in complex notions of knowledge equity in climate sciences involving Indigenous peoples/lands. Finding underscore how changes in graduate research training can expand research imaginaries, however, such expansions need to be systematic and multi-stranded to interrupt the deep-rooted marginalization of non-Western knowledges in scientific research. [From Author]
Document
Author(s):
Association of American Colleges & Universities (author)
Title:
Intercultural Knowledge and Competence VALUE Rubric
Publication Info:
Cultural Studies of Science Education, vol. 15, iss. 2, pp. 595-613, 2020Association of American Colleges & Universities, n.d.
Formatted Citation: Use automatically-generated citations responsibly
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. [From Author]
Journal Article
Author(s):
Cheryl Bartlett (author); Murdena Marshall (author); Albert Marshall (author)
Article Title:
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
Journal Info:
Journal of Environmental Studies and Sciences, vol. 2, iss. 4, pp. 331-340, 2012
DOI:
10.1007/s13412-012-0086-8
Formatted Citation: Use automatically-generated citations responsibly
This is a process article for weaving indigenous and mainstream knowledges within science educational curricula and other science arenas, assuming participants include recognized holders of traditional ecological knowledge (we prefer “Indigenous Knowledge” or “Traditional Knowledge”) and others with expertise in mainstream science. It is based on the “Integrative Science” undergraduate program created at Cape Breton University to bring together indigenous and mainstream sciences and ways of knowing, as well as related Integrative Science endeavors in science research, application, and outreach. A brief historical outline for that experiential journey is provided and eight “Lessons Learned” listed. The first, namely “acknowledge that we need each other and must engage in a co-learning journey” is explained as key for the success of weaving efforts. The second, namely “be guided by Two-Eyed Seeing”, is considered the most profound because it is central to the whole of a co-learning journey and the article’s discussion is focussed through it. The eighth lesson, “develop an advisory council of willing, knowledgeable stakeholders”, is considered critical for sustaining success over the long-term given that institutional and community politics profoundly influence the resourcing and recruitment of any academic program and thus can help foster success, or sabotage it. The scope of relevance for Two-Eyed Seeing is broad and its uptake across Canada is sketched; the article also places it in the context of emerging theory for transdisciplinary research. The article concludes with thoughts on why “Two-Eyed Seeing” may seem to be desired or resisted as a label in different settings. [From Author]
Book
Author/Editor(s):
Fikret Berkes (author)
Title:
Sacred ecology : traditional ecological knowledge and resource management
Publication Info:
Taylor and Francis: Philadelphia, PA, 1999
Call Number:
GE 40 B45 1999 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
Dr Berkes approaches traditional ecological knowledge as a knowledge-practice-belief complex. This complex considers four interrelated levels: local knowledge (species specific); resource management systems (integrating local knowledge with practice); social institutions (rules and codes of behavior); and world view (religion, ethics, and broadly defined belief systems). Divided into three parts that deal with concepts, practice, and issues, respectively, the book first discusses the emergence of the field, its intellectual roots and global significance. Substantive material is then included on how traditional ecological and management systems actually work. At the same time it explores a diversity of relationships that different groups have developed with their environment, using extensive case studies from research conducted with the Cree Indians of James Bay, in the eastern subarctic of North America. The final section examines traditional knowledge as a challenge to the positivist-reductionist paradigm in Western science, and concludes with a discussion of the potential of traditional ecological knowledge to inject a measure of ethics into the science of ecology and resource management. [From Publisher]
Journal Article
Author(s):
Ryan Bowie (author)
Article Title:
Indigenous Self-Governance and the Deployment of Knowledge in Collaborative Environmental Management in Canada.
Journal Info:
Journal of Canadian Studies, vol. 47, iss. 1, pp. 91-121, 2013
DOI:
10.3138/jcs.47.1.91
Formatted Citation: Use automatically-generated citations responsibly
This essay examines the rebuilding and revitalizing of self-governance capacities in Indigenous communities, and how this is impacting their efficacy in resource management. The origins and experiences in Canada of integrating Indigenous peoples and knowledge into institutionalized resource management are discussed, and the essay posits necessary conditions for full and effective participation in environmental management, arguing that effective self-governance is vital to moving forward on these conditions. Two collaborative processes led by Indigenous peoples will be highlighted as they demonstrate the importance of self-governance initiatives for participation in environmental management processes: the Whitefeather Forest Initiative led by Pikangikum First Nation in Northern Ontario; and the Turning Point Initiative led by the Haida in British Columbia. [From Author]
Journal Article
Author(s):
Julie C. Brown (author)
Article Title:
A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning: CRP AND INQUIRY-BASED SCIENCE METASYNTHESIS
Journal Info:
Journal of Research in Science Teaching, vol. 54, iss. 9, pp. 1143-1173, 2017
DOI:
10.1002/tea.21401
Formatted Citation: Use automatically-generated citations responsibly
Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study. [From Author]
Book
Author/Editor(s):
John Bynner (author); Samantha Parsons (author)
Title:
New Light on Literacy and Numeracy
Publication Info:
London, UK: National Research and Development Centre for Adult Literacy and Numeracy, November 2006
Formatted Citation: Use automatically-generated citations responsibly
The work reported here took place against the background of a major new initiative in Britain
to understand and tackle the problem of poor literacy and numeracy in a substantial minority of the population. These concerns were fuelled by the growing body of evidence that literacy and numeracy difficulties were a major impediment to successful functioning in modern society, culminating in the work of the Moser Committee and the policy development that was the Government’s response to it, Skills for Life. [From Author]
Journal Article
Author(s):
Gregory A. Cajete (author)
Article Title:
Indigenous Science, Climate Change, and Indigenous Community Building: A Framework of Foundational Perspectives for Indigenous Community Resilience and Revitalization
Journal Info:
Sustainability, vol. 12, iss. 22, pp. 1-11, 2020
DOI:
10.3390/su12229569
Formatted Citation: Use automatically-generated citations responsibly
This essay presents an overview of foundational considerations and perceptions which collectively form a framework for thinking about Indigenous community building in relationship to the tasks of addressing the real challenges, social issues, and consequences of climate change. The ideas shared are based on a keynote address given by the author at the International Conference on Climate Change, Indigenous Resilience and Local Knowledge Systems: Cross-time and Cross-boundary Perspectives held at the National Taiwan University on 13-14 December 2019. The primary audience for this essay is Indigenous Peoples and allies of Indigenous Peoples who are actively involved in climate change studies, sustainable community building, and education. As such, it presents the author's personal view of key orientations for shifting current paradigms by introducing an Indigenized conceptual framework of community building which can move Indigenous communities toward revitalization and renewal through strategically implementing culturally responsive Indigenous science education, engaging sustainable economics and sustainability studies. As an Indigenous scholar who has maintained an insider perspective and has worked extensively with community members around issues of culturally responsive science education, the author challenges all concerned to take Indigenous science seriously as an ancient body of applied knowledge for sustaining communities and ensuring survival over time and through generations. The author also challenges readers to initiate new thinking about how to use Indigenous science, community building, and education as a tool and a body of knowledge which may be integrated with appropriate forms of Western science in new and creative ways that serve to sustain and ensure survival rather than perpetuate unexamined Western business paradigms of community development. [From Author]
Book
Author/Editor(s):
Gregory Cajete (author)
Title:
Native science: natural laws of interdependence
Publication Info:
Santa Fe, N.M: Clear Light Publishers, 2000
Call Number:
E 59 S35 C35 2000
Formatted Citation: Use automatically-generated citations responsibly
In Native Science, Gregory Cajete initiates the reader into a timeless tradition of understanding, experiencing, and feeling the natural world. He explores and documents the Indigenous view of reality--delving into art, myth, ceremony, and symbol, as well as the practice of Native science in the physical sphere. He examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts." "Unlike the Western scientific method, Native thinking does not isolate an object or phenomenon in order to understand and work with it, but perceives it in terms of relationship. An understanding of the relationships that bind together natural forces and all forms of life has been fundamental to the ability of Indigenous peoples to live for millennia in spiritual and physical harmony with the land. It is clear that the First Peoples offer perspectives that can help us work toward solutions at this time of global environmental crisis. [From Publisher]
Video
Creator(s):
Gregory Cajete (contributor); Banff Centre (producer)
Title:
Indigenous Knowledge and Western Science: Dr. Gregory Cajete Talk
Producer Info:
Banff BC: Banff Centre, 2015
Formatted Citation: Use automatically-generated citations responsibly
Dr. Gregory Cajete, Director of Native American Studies at the University of New Mexico, explains how Indigenous physicists not only observe the world, but participate in it with all his or her sensual being because everything in native thought is “alive” with energy. Cajete was speaking to an attentive audience at The Banff Centre as part of the Indigenous Knowledge and Western Science: Contrasts and Similarities event. [From Youtube]
Video
Creator(s):
Rob Cardinal (contributor); Banff Centre (producer)
Title:
Indigenous Knowledge and Western Science: Rob Cardinal Talk
Producer Info:
Banff BC: Banff Centre, 2015
Formatted Citation: Use automatically-generated citations responsibly
Astronomer Rob Cardinal outlines how the idea of everything being inter-related is becoming more of a discussion in western science recently (albeit quietly), but has been talked about for millennia in Indigenous thought. Cardinal, a research associate at the University of Calgary and Executive Director of The First Light Institute, was speaking to an attentive audience at The Banff Centre as part of the Indigenous Knowledge and Western Science: Contrasts and Similarities event. [From Youtube]
Video
Creator(s):
Banff Events (producer); Rob Cardinal (contributor); Leroy Little Bear (contributor); Gregory Cajete (contributor)
Title:
Indigenous Knowledge and Western Science: Contrasts and Similarities Panel Discussion
Producer Info:
Banff, BC: Banff Centre, 2015
Formatted Citation: Use automatically-generated citations responsibly
Despite variations, can different forms of knowledge learn from each other without being taught in opposition or in isolation? Indigenous academics Leroy Little Bear, Dr. Gregory Cajete and Rob Cardinal examine how to create rich learning experiences by infusing traditional Indigenous knowledge with Western physics and astronomy. These esteemed panel members are moderated by science broadcaster and writer Jay Ingram in a presentation at The Banff Centre. [From Website]
Web Site
Author(s)/Organization:
Coalition for the Advancement of Aboriginal Studies (author)
Web Site Title:
Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms
Formatted Citation: Use automatically-generated citations responsibly
Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms comes from the Coalition for the Advancement of Aboriginal Studies (CAAS) with funding support from the Canadian Race Relations Foundation (CRRF). Walking in Beauty is a term that speaks of conducting oneself in harmony with all of the living world, and is respectfully borrowed from the Navajo People.

In 2000-2001, the CAAS conducted a national Student Awareness Survey, measuring awareness, attitudes and knowledge of facts about Aboriginal Peoples' histories, cultures, worldviews and current concerns. Five hundred and nineteen young adults (460 Canadian, 35 Aboriginal and 24 Newcomer students in first year university and college courses across Canada) responded to this 12-page survey. The survey questionnaire was developed and administered by Aboriginal and Canadian educators, scholars, traditional Elders and advocates within the 300-member CAAS network.

The Learning About Walking in Beauty report includes the findings from this survey, together with pedagogical, social and historical analyses. The report offers a pedagogical framework and proposals for learning about "walking in beauty" together. [From Website]
Web Site
Author(s)/Organization:
Andrea Crampton (author); Stephanie Beames (author)
Web Site Title:
IJISME Special Issue: Supporting Indigenous Student Engagement with STEM in Higher Education
Formatted Citation: Use automatically-generated citations responsibly
ToC
Local Collaboration to Grow the Seeds of STEM Investment from School and Beyond
Michael Joseph Donovan

Effective STEM Outreach for Indigenous Community Contexts - Getting it Right One Community at a Time!
Sandy Marie Bonny

Grounding the Teaching of Anatomy and Physiology in Indigenous Pedagogy
Natalia Bilton

Principles of an Indigenous Community-Based Science Program
Hiria McRae

An Analysis of Language Use in Analogical Indigenous Knowledge Presented in Science Texts
M. Mukwambo, L. Ramasike, K. Ngcoza

Learning Together about Culturally Relevant Science Teacher Education: Indigenizing a Science Methods Course
Saiqa Azam, Karen Goodnough

Letters from Mungo: A Dialogue on Decolonisation to Improve Academic Engagement with Aboriginal Students
Malcolm Ridges, Tim Wess
Video
Creator(s):
Barb Cranmer (director)
Title:
Laxwesa Wa : strength of the river
Producer Info:
Banff, BC: Banff Centre, 2015, 1996
Call Number:
E 98 F4 L39 1995 (Heritage Collection)
Formatted Citation: Use automatically-generated citations responsibly
Filmmaker Barb Cranmer, a member of the Namgis First Nation, explores the rich fishing traditions of the Sto:lo, Heiltsuk and 'Namgis peoples of Canada's west coast. With over fifteen years' experience fishing Johnstone Strait with her father, Cranmer presents rarely heard stories of traditional fishing practices and documents native people's efforts to build a sustainable fishery for the future. [From Publisher]
Journal Article
Author(s):
Ashlee Cunsolo Willox (author); Sherilee L Harper (author); Victoria L Edge (author); ‘My Word’: Storytelling and Digital Media Lab (author); Rigolet Inuit Community Government (author)
Article Title:
Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom
Journal Info:
Qualitative Research, vol. 13, iss. 2, pp. 127-147, 2013
DOI:
10.1177/1468794112446105
Formatted Citation: Use automatically-generated citations responsibly
This article outlines the methodological process of a transdisciplinary team of indigenous and nonindigenous individuals, who came together in early 2009 to develop a digital narrative method to engage a remote community in northern Labrador in a research project examining the linkages between climate change and physical, mental, emotional, and spiritual health and well-being. Desiring to find a method that was locally appropriate and resonant with the narrative wisdom of the community, yet cognizant of the limitations of interview-based narrative research, our team sought to discover an indigenous method that united the digital media with storytelling. Using a case study that illustrates the usage of digital storytelling within an indigenous community, this article will share how digital storytelling can stand as a community-driven methodological strategy that addresses, and moves beyond, the limitations of narrative research and the issues of colonization of research and the Western analytic project. In so doing, this emerging method can preserve and promote indigenous oral wisdom, while engaging community members, developing capacities, and celebrating myriad stories, lived experiences, and lifeworlds. [From Author]
Book Chapter
Author/Editor(s):
Carolee Dodge Francis (author); Noehealani Bareng-Antolin (author); Kira Tran (author)
Chapter Title:
Balancing Cultural and Science Identity Frameworks for American Indian / Alaskan Native High School Students: A Summer Research Journey
Book Title:
Culturally and Linguistically Diverse Learners and STEAM: Teachers and Researchers Working in Partnership to Build a Better Tomorrow
Publication Info:
Charlotte, NC: Information Age Publishing, 2019
Formatted Citation: Use automatically-generated citations responsibly
The need for Native Americans (NA) in the biomedical, behavioral, clinical, and social sciences research workforce has never been so pronounced. The American Indian/Alaska Native (AI/AN) population reflects high rates of chronic disease that continue to rise rapidly. The multifaceted dis-parities in access to education and educational achievement contribute to and complicate the resolution of health disparities (Nesbitt & Palomarez, 2016). Research suggests that the health and health care of underrepresented minorities are improved when providers of similar ethnic and racial backgrounds provide the care (Brown, DeCorse-Johnson, Irving-Ray, & Wu, 2005; Smedley & Mittman, 2011). This chapter provides perspectives relat-ed to drawing AI/AN students into these fields through cultural grounding, gathering and experiencing scientific knowledge, and making meaning for the students and their tribal communities. [From Author]
Journal Article
Author(s):
Judith C Thompson Edosdi (author)
Article Title:
Hede kehe' hotzi' kahidi': My Journey to a Tahltan Research Paradigm
Journal Info:
Canadian Journal of Native Education, vol. 31, iss. 1, pp. 24-40, 2008
Formatted Citation: Use automatically-generated citations responsibly
As a First Nations student, educator, and researcher, I articulate my journey that has taken me from a Western academic perspective to a Tahltan world view. This article is based on the process I went through while writing the methodology paper for my doctoral candidacy exams. The Tahltan research paradigm that I have developed-grounded in Tahltan epistemology, methodology, and pedagogy-is based on the connection that Tahltan people have with our Ancestors, our traditional territory, and our language. It involves receiving the teachings of our Ancestors, learning and knowing these teachings, and sharing these teachings with our people. By using a Tahltan research process, I hope that my research will be transformative and positive, respectful and honorable, and will be relevant and useful not only for my people, but for the larger Indigenous community as well. [From Author]
Journal Article
Author(s):
Celia Haig-Brown (author)
Article Title:
Indigenous Thought, Appropriation, and Non-Aboriginal People
Journal Info:
Canadian Journal of Education / Revue canadienne de l'éducation, vol. 33, iss. 4, pp. 925-950, 2010
Formatted Citation: Use automatically-generated citations responsibly
In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non‐Aboriginal people in educational contexts. [From Author]
Video
Creator(s):
Wenona Hall (director)
Title:
The Science of Storywork and the Power of Sxwoxwiyam | Dr. Wenona Hall
Producer Info:
Fraser Valley BC: University of the Fraser Valley, 2021
Formatted Citation: Use automatically-generated citations responsibly
Dr. Wenona Hall is an Associate Professor in Indigenous Studies at the University of the Fraser Valley. She holds a Ph.D. in Indigenous Governance from Simon Fraser University. She talks about using stories from the Sto:lo as a way to learn about our environment. [From Website]
Journal Article
Author(s):
Michelle M. Hogue (author)
Article Title:
Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM Success
Journal Info:
in education, vol. 22, iss. 1, pp. 161-172, 2016
Formatted Citation: Use automatically-generated citations responsibly
Aboriginal people are alarmingly under-represented in science, technology, engineering, and mathematics (STEM)-related careers. This under-representation is a direct result of the lack of academic success in science and mathematics, an issue that begins early in elementary and middle school and often escalates in secondary school with the majority consequently doing poorly, not completing these courses and often dropping out. This makes them ineligible to pursue STEM-related paths at the post-secondary level. The greatest challenges to success in these courses are the lack of relevancy for Aboriginal learners and, as importantly, how they are taught; impediments that are also paramount to the increasing lack of success for many non-Aboriginal students in STEM-related courses. This paper explores how Aboriginal ways of knowing and learning and those of the 21st century learners of today very closely parallel each other and illustrates how the creative multidisciplinary approach of a liberal education might be the way to enable early academic engagement, success and retention of Aboriginal learners in the sciences and mathematics. [From Author]
Journal Article
Author(s):
Michelle M. Hogue (author)
Article Title:
Let’s Do it First and Talk About it Later: Rethinking Post-Secondary Science Teaching for Aboriginal Learners
Journal Info:
in education, vol. 19, iss. 3, pp. 137-151, 2014
Formatted Citation: Use automatically-generated citations responsibly
As an oral culture, Aboriginal ways of knowing and learning come through practice and practical application first, rather than through theory or text. For Aboriginal students, the Western methodological approach to learning theory first, poses a counterintuitive near insurmountable roadblock, particularly in science. This paper presents the results of two successful pilot course offerings of an introductory chemistry course in a First Nations’ Transition Program; a course that engaged Aboriginal students in a creative, hands-on, practical way. The medicine wheel, in the context of the four seasons (spring, summer, autumn, and winter), is used as the frame to teach chemistry concepts from an Aboriginal cultural lens and beginning with hands-on methodology to establish context and develop experience before bridging to Western theory.  [From Author]
Book
Author/Editor(s):
Julian T. Inglis (editor)
Title:
Traditional ecological knowledge : concepts and cases
Publication Info:
Ottawa, Ont., Canada: International Program on Traditional Ecological Knowledge, 1993
Formatted Citation: Use automatically-generated citations responsibly
Papers from the Common Property Conference--the Second Annual Meeting of the International Association for the Study of Common Property, held at the University of Manitoba, Sept. 1991.
Journal Article
Author(s):
Alison Irvine (author); Corinne Schuster-Wallace (author); Sarah Dickson-Anderson (author); Lalita Bharadwaj (author)
Article Title:
Transferrable Principles to Revolutionize Drinking Water Governance in First Nation Communities in Canada
Journal Info:
Water, vol. 12, iss. 11, pp. 3091 (1-18), 2020
DOI:
10.3390/w12113091
Formatted Citation: Use automatically-generated citations responsibly
There are analogous challenges when it comes to the management and provision of health services and drinking water in First Nations reserves in Canada; both represent human rights and both involve complex and multijurisdictional management. The purpose of this study is to translate the tenets of Jordan’s Principle, a child-first principle regarding health service provision, within the broader context of First Nation drinking water governance in order to identify avenues for positive change. This project involved secondary analysis of data from 53 semi-structured, key informant (KI) interviews across eight First Nation communities in western Canada. Data were coded according to the three principles of: provision of culturally inclusive management, safeguarding health, and substantive equity. Failure to incorporate Traditional Knowledge, water worldviews, and holistic health as well as challenges to technical management were identified as areas currently restricting successful drinking water management. Recommendations include improved infrastructure, increased resources (both financial and non-financial), in-community capacity building, and relationship building. To redress the inequities currently experienced by First Nations when it comes to management of and access to safe drinking water, equitable governance structures developed from the ground up and embedded in genuine relationships between First Nations and Canadian federal government agencies are required. [From Author]
Journal Article
Author(s):
Jay T. Johnson (author); Richard Howitt (author); Gregory Cajete (author); Fikret Berkes (author); Renee Pualani Louis (author); Andrew Kliskey (author)
Article Title:
Weaving Indigenous and sustainability sciences to diversify our methods
Journal Info:
Sustainability Science, vol. 11, iss. 1, pp. 1-11, 2016
DOI:
10.1007/s11625-015-0349-x
Formatted Citation: Use automatically-generated citations responsibly
Indigenous and sustainability sciences have much to offer one another regarding the identification of techniques and methods for sustaining resilient landscapes. Based upon the literature, and our findings, it is evident that some Indigenous peoples have maintained distinct systematic, localized, and place-based environmental knowledge over extended time periods.Footnote1 These long-resident knowledge systems contain extensive information regarding not only how to maintain but also to steward biodiverse ecosystems. For example, the Nisqually Tribe of western Washington State, USA blends various aspects of ecological science with their Indigenous knowledge to support the restoration and management of the Nisqually river system watershed along with its associated natural resources of biological and cultural significance. We believe these kinds of Indigenous observations and perspectives are critical for establishing or expanding collaborations with sustainability scientists. [From Author]
Journal Article
Author(s):
Shawn S. Jordan (author); Chrissy H. Foster (author); Ieshya K. Anderson (author); Courtney A. Betoney (author); Tyrine Jamella D. Pangan (author)
Article Title:
Learning from the experiences of Navajo engineers: Looking toward the development of a culturally responsive engineering curriculum
Journal Info:
Journal of Engineering Education, vol. 108, iss. 3, pp. 355-376, 2019
DOI:
https://doi.org/10.1002/jee.20287
Formatted Citation: Use automatically-generated citations responsibly
Diverse perspectives, including those of Native Americans, are needed to drive innovation in science, technology, engineering, and math (STEM). Tribes such as the Navajo Nation are seeking to strengthen their communities, create economic opportunities, and improve the lives of their peoples by encouraging members of their tribe to become engineers. Research investigating how Navajo engineers experience and understand engineering design and practice in the context of their culture and community can provide insight into how to engage Navajo students in pathways to careers in STEM. [From Author]
Journal Article
Author(s):
Hannah Jordt (author); Sarah L. Eddy (author); Riley Brazil (author); Ignatius Lau (author); Chelsea Mann (author); Sara E. Brownell (author); Katherine King (author); Scott Freeman (author)
Article Title:
Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
Journal Info:
CBE—Life Sciences Education, vol. 16, iss. 3, pp. ar41 1-10, 09/2017
DOI:
10.1187/cbe.16-12-0351
Formatted Citation: Use automatically-generated citations responsibly
Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. [From Author]
Report
Author(s):
Angayuqaq Oscar Kawagley (author); Ray Barnhardt (author)
Title:
Education Indigenous to Place: Western Science Meets Native Reality
Publication Info:
Alaska Univ., Fairbanks: , 1998
Formatted Citation: Use automatically-generated citations responsibly
Indigenous peoples throughout the world have sustained their unique world views and associated knowledge systems for millennia. Many core values, beliefs, and practices associated with those world views have an adaptive integrity that is as valid today as in the past. However, traditional educational processes to transmit indigenous beliefs and practices have frequently conflicted with Western formal schooling and its world view. This paper examines the relationship between Native ways of knowing and those associated with Western science and formalized schooling in order to provide a basis for an education system that respects the philosophical and pedagogical foundations of both cultural traditions. Although examples are drawn from the Alaska Native context, they illustrate issues that emerge anywhere that efforts are underway to reconnect education to a sense of place. Elements of indigenous and Western world views are contrasted. Vignettes and examples depict the obstacles to communication between state agency personnel and local elders discussing wildlife and ecology issues; a cross-cultural immersion program for non-Native educators, held at a remote camp with Native elders as instructors; areas of common ground across world views; and indigenous implications for a pedagogy of place. Educational applications of four indigenous views are discussed: long-term perspective, interconnectedness of all things, adaptation to change, and commitment to the commons. [From Author]
Video
Creator(s):
Robin Kimmerer (contributor)
Title:
Robin Kimmerer -Mishkos Kenomagwen: The Teachings of Grass
Producer Info:
Alaska Univ., Fairbanks: , 1998Bioneers, 2014
Formatted Citation: Use automatically-generated citations responsibly
Indigenous peoples worldwide honor plants, not only as our sustainers, but as our oldest teachers who share teachings of generosity, creativity, sustainability and joy. By their living examples, plants spur our imaginations of how we might live. By braiding indigenous Traditional Ecological Knowledge (TEK) with modern tools of botanical science, Robin Kimmerer, professor of Environmental Science and Forestry, of Potawatomi ancestry, explores the question: “If plants are our teachers, what are their lessons, and how might we become better students”? [From YouTube]
Book
Author/Editor(s):
Robin Wall Kimmerer (author)
Title:
Braiding sweetgrass : indigenous wisdom, scientific knowledge and the teachings of plants
Publication Info:
Minneapolis, Minnesota: Milkweed Editions, 2013
Call Number:
E 98 P5 K56 2013 (Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
Drawing on her life as an indigenous scientist, a mother, and a woman, Kimmerer shows how other living beings—asters and goldenrod, strawberries and squash, salamanders, algae, and sweetgrass—offer us gifts and lessons, even if we’ve forgotten how to hear their voices. In a rich braid of reflections that range from the creation of Turtle Island to the forces that threaten its flourishing today, she circles toward a central argument: that the awakening of a wider ecological consciousness requires the acknowledgment and celebration of our reciprocal relationship with the rest of the living world. For only when we can hear the languages of other beings will we be capable of understanding the generosity of the earth, and learn to give our own gifts in return. [From Publisher]
Book Chapter
Author/Editor(s):
Verna J. Kirkness (author); Ray Barnhardt (author)
Chapter Title:
First Nations and Higher Education: The Four R's - Respect, Relevance, Reciprocity, Responsibility
Book Title:
Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations
Publication Info:
Minneapolis, Minnesota: Milkweed Editions, 2013Comparative Education Research Centre, University of Hong Kong, 2001
Formatted Citation: Use automatically-generated citations responsibly
American Indian/First Nations/Native people have been historically under-represented in the ranks of college and university graduates in Canada and the United States. From an institutional perspective, the problem has been typically defined in terms of low achievement, high attrition, poor retention, weak persistence, etc., thus placing the onus for adjustment on the student. From the perspective of the Indian student, however, the problem is often cast in more human terms, with an emphasis on the need for a higher educational system that respects them for who they are, that is relevant to their view of the world, that offers reciprocity in their relationships with others, and that helps them exercise responsibility over their own lives. This paper examines the implications of these differences in perspective and identifies ways in which initiatives within and outside of existing institutions are transforming the landscape of higher education for First Nations/American Indian people in both Canada and the United States. [From Author]
Journal Article
Author(s):
Jacquie Green Kundoque (author)
Article Title:
Reclaiming Haisla Ways: Remembering Oolichan Fishing
Journal Info:
Canadian Journal of Native Education, vol. 31, iss. 1, pp. 11-23, 2008
Formatted Citation: Use automatically-generated citations responsibly
In this article I draw on our Creation story as Haisla people to illustrate the multiple teachings I hold and carry that shape my knowledge, scholarship, research, and teaching methods. The keeper of the name then pays the name-giver (either in money or dry goods). Because I received my traditional name at this feast, the teachings say that I will always know where I come from and who I am. [From Author]
Video
Creator(s):
Winona LaDuke (contributor)
Title:
Seeds of Our Ancestors, Seeds of Life
Producer Info:
Twin Cities: TEDx, 2012, March
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Winona is an internationally renowned activist working on issues of sustainable development, renewable energy and food systems. She lives and works on the White Earth reservation in northern Minnesota. As Program Director of Honor the Earth, she works nationally and internationally on the issues of climate change, renewable energy, and environmental justice with Indigenous communities. In her own community, she is the founder of the White Earth Land Recovery Project, where she works to protect Indigenous plants and heritage foods from patenting and genetic engineering. A graduate of Harvard and Antioch Universities, LaDuke has written extensively on Native American and environmental issues. She is the author of five books, including Recovering the Sacred, All our Relations and a novel, Last Standing Woman. [From YouTube]
Journal Article
Author(s):
Jacqueline Leonard (author); Monica Mitchell (author); Joy Barnes-Johnson (author); Adrienne Unertl (author); Jill Outka-Hill (author); Roland Robinson (author); Carla Hester-Croff (author)
Article Title:
Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching
Journal Info:
Journal of Teacher Education, vol. 69, iss. 4, pp. 386-407, 2018
DOI:
10.1177/0022487117732317
Formatted Citation: Use automatically-generated citations responsibly
This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers’ gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study reveal some variability by treatment type and inform future research on equitable practices in engineering and computer science education. [From Author]
Journal Article
Author(s):
Darcy Lindberg (author)
Article Title:
Imaginary passports or the wealth of obligations: seeking the limits of adoption into indigenous societies
Journal Info:
AlterNative: An International Journal of Indigenous Peoples, vol. 14, iss. 4, pp. 326-332, 2018
DOI:
10.1177/1177180118806382
Formatted Citation: Use automatically-generated citations responsibly
Adoption into an Indigenous society can be thick with obligations and relations if the adoptee understands they are entering into a legal order that organizes and regulates their new kinship relations. Implicit within these kinship orders are limits to what inclusion into an Indigenous society provides. Conversely, adoption can be used as a thin line of extraction, aiming at social capital within Indigenous communities. Adoptions void of an understanding of the legal order they should be accountable to, may be used in a way that circumvents obligations towards Indigenous stories, knowledge systems, and law, and to continue to prop up the modes of extraction of Indigenous cultural knowledge. A turn towards Indigenous laws and legal orders provide an accountability against those who may use adoption into an Indigenous society as a means for extractive, unreciprocated, personal gain. [From Author]
Video
Creator(s):
Leroy Little Bear (contributor); Banff Centre (producer)
Title:
Indigenous Knowledge and Western Science: Dr. Leroy Little Bear Talk
Producer Info:
Banff BC: Banff Centre, 2015
Formatted Citation: Use automatically-generated citations responsibly
Indigenous academic Leroy Little Bear compares the foundational base of Blackfoot knowledge to quantum physics to an attentive audience at The Banff Centre as part of the Indigenous Knowledge and Western Science: Contrasts and Similarities event. [From Youtube]
Document
Author(s):
T. Abe Lloyd (author)
Title:
Some contributions to the Stó:lō Ethnobotany
Publication Info:
Banff BC: Banff Centre, 2015, 2009
Formatted Citation: Use automatically-generated citations responsibly
I had the pleasure of participating in the Ethnohistory Field School during the Spring of 2009. Initially, the Stó:lō Nation invited me to do a project on their
ethnobotanical garden and make some recommendations for landscaping around a newly constructed care center for Stó:lō elders. While I began research related to those initiatives, I couldn’t keep myself away from the archives, which contain a plethora of dusty interview transcripts rich in ethnobotanical knowledge. I also had the opportunity to conduct interviews with three Stó:lō elders. These interviews were full of so many discoveries that I was obliged to include in this paper a few rich ethnobotanical accounts that are not directly related to the ethnobotany garden. Therefore, I have adjusted the topic of my paper slightly to accommodate them. [From Author]
Journal Article
Author(s):
Deborah McGregor (author)
Article Title:
Traditional ecological knowledge and the two—row wampum
Journal Info:
Biodiversity, vol. 3, iss. 3, pp. 8-9, 2002
DOI:
10.1080/14888386.2002.9712586
Formatted Citation: Use automatically-generated citations responsibly
The State of the Great Lakes Conference (SOLEC) 2000, held in Hamilton, Ontario, Canada, was the first of the SOLEC gatherings to formally include Aboriginal Peoples participation in its agenda. The goal of Aboriginal involvement in SOLEC was, and continues to be, to develop a process that facilitates the utilization of Aboriginal Traditional Ecological Knowledge (TEK) in SOLEC initiatives. This goal necessitates the establishment and maintenance of positive, long-term, and mutually beneficial working relationships between Aboriginal Peoples and the SOLEC organizers. It is intended that the relationship building strategies discussed here will be shared with and used by representatives from a variety of jurisdictions. [From Author]
Document
Author(s):
Heather E. McGregor (author)
Title:
Decolonizing Pedagogies Teacher Reference Booklet
Publication Info:
Biodiversity, vol. 3, iss. 3, pp. 8-9, 2002Aboriginal Focus School, Vancouver School Board, March 2012
Note(s):
Found online by title - .pdf
Formatted Citation: Use automatically-generated citations responsibly
Decolonizing Pedagogies Teacher Reference Booklet presents: an overview of what “decolonizing pedagogies” means; how and why educational scholars and Indigenous educators suggest they be used to support learning in Aboriginal and non-Aboriginal education environments; examples of decolonizing pedagogies (especially in history education); and, some of the opportunities and challenges identified by educators and scholars in implementing decolonizing pedagogies. [From Author]
Book Chapter
Author/Editor(s):
Deborah McGregor (author); Ron F. Laliberte (editor)
Chapter Title:
The State of Traditional Ecological Knowledge Research in Canada: A critique of current theory and practice
Book Title:
Expressions in Canadian native studies
Publication Info:
Biodiversity, vol. 3, iss. 3, pp. 8-9, 2002Aboriginal Focus School, Vancouver School Board, March 2012University of Saskatchewan Extension Press, 2000
Call Number:
E 78 C2 E967 2000 (Abbotsford & Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
Book
Author/Editor(s):
Charles R. Menzies (author)
Title:
People of the saltwater: an ethnography of git lax m'oon
Publication Info:
Lincoln, NE: University of Nebraska Press, 2016
Formatted Citation: Use automatically-generated citations responsibly
Charles R. Menzies explores the history of an ancient Tsimshian community, focusing on the people and their enduring place in the modern world. The Gitxaala Nation has called the rugged north coast of British Columbia home for millennia, proudly maintaining its territory and traditional way of life. People of the Saltwater first outlines the social and political relations that constitute Gitxaala society. Although these traditionalist relations have undergone change, they have endured through colonialism and the emergence of the industrial capitalist economy. It is of fundamental importance to this society to link its past to its present in all spheres of life, from its understanding of its hereditary leaders to the continuance of its ancient ceremonies. Menzies then turns to a discussion of an economy based on natural-resource extraction by examining fisheries and their central importance to the Gitxaalas' cultural roots. Not only do these fisheries support the Gitxaala Nation economically, they also serve as a source of distinct cultural identity. Menzies's firsthand account describes the group's place within cultural anthropology and the importance of its lifeways, traditions, and histories in nontraditional society today. [From Publisher]
Journal Article
Author(s):
Charles R. Menzies (author)
Article Title:
Standing on the Shore with Saaban: An Anthropological Rapprochement with an Indigenous Intellectual Tradition
Journal Info:
Collaborative Anthropologies, vol. 6, iss. 1, pp. 171-199, 2013
DOI:
10.1353/cla.2013.0011
Formatted Citation: Use automatically-generated citations responsibly
The relationship between Indigenous peoples and the academics who study us is fraught with the memories of Western colonialism and its attendant history of disruption and appropriation. Perhaps if it was only a memory we could creatively reinvent the past and get on with it. But it is our present too. As I write this, a large multinational corporation is planning to run crude oil tankers through the culturally and ecologically important waters of my home community on Canada’s northwest coast. Another company wants to place a large ship loading facility over a place of cultural significance. Yet another company wants to plant several hundred gigantic wind turbines over the top of a culturally significant resource harvesting area and watershed. Government agencies continue to act as facilitators of these projects, and social science continues to be applied to justify the displacement of indigenous peoples from meaningful decision-making processes and ultimately to marginalize us further from our homes. [From Author]
Journal Article
Author(s):
Charles R. Menzies (author)
Article Title:
Revisiting “Dm Sibilhaa'nm da Laxyuubm Gitxaała (Piicking Abalone in Gitxaała Territory)”: Vindication, Appropriation, and Archaeology
Journal Info:
BC Studies: The British Columbian Quarterly, iss. 187, pp. 129-153, Autumn 2015
DOI:
10.14288/bcs.v0i187.187220
Formatted Citation: Use automatically-generated citations responsibly
This paper explores the question "why does abalone appear absent from mainstream archaeological findings?" This question is approached from within an explicitly Indigenous framework wherein tools of mainstream disciplines, such as archaeology, are appropriated within the Indigenous framework (rahter than the otherway around). Drawing upon material evidence of abalone shells found in context in an ancient Gitxaała village the author documents a lacunae within mainstream archaeological thought. This paper also highlights the relevance of Indigenous research frameworks toward decolonizing mainstream social science. [From Author]
Video
Creator(s):
Charles Menzies (contributor)
Title:
Learning the Old People's Way by Following Mountain Goats: Multiple Paths of Collaboration
Producer Info:
SFU Downtown: , 2019
Formatted Citation: Use automatically-generated citations responsibly
Dr. Charles Menzies (Gitxaała) gives a talk about his struggles to assert Indigenous rights against the Colonial desire for "strength of claim" and "proof." Part of the SFU Library Open Conference Systems, Sorting Libraries Out: Decolonizing Classification and Indigenizing Description 2019.
Book Chapter
Author/Editor(s):
O. Ripeka Mercier (author); Beth Ginondidoy Leonard (author)
Chapter Title:
Indigenous Knowledge(s) and the Sciences in Global Contexts: Bringing Worlds Together
Book Title:
Handbook of Indigenous Education
Publication Info:
SFU Downtown: , 2019Springer, Singapore, 11 May 2019
Formatted Citation: Use automatically-generated citations responsibly
Indigenous education initiatives within the academy have always performed revolutionary work in clearing spaces for thinking at cross sections between disciplines. Perhaps none of these is more challenging than the conversation between Indigenous ways of knowing and Western science. For 10 years now, a Victoria University of Wellington, New Zealand, and University of Alaska, USA, university course on Indigenous knowledge(s) and science has given us and our students a shared space within which to consider, discuss, and analyze some of the most difficult and pressing issues at this interface. The course is co-taught by a Māori and a Dene’/Athabascan scholar and draws Māori, Alaska Native and non-Indigenous students and their interests into conversation, using online forum discussion, videoconferencing, and skype. This chapter surveys Indigenous knowledges and science in the context of this course. We describe the course, its background, review the issues discussed, and describe the learning outcomes for students. Finally, we discuss the future direction of the conversation and its potential impact on global issues, such as climate change and biotechnology. [From Author]
Journal Article
Author(s):
Sharon Meyer (author); Glen Aikenhead (author)
Article Title:
Indigenous Culture-Based School Mathematics in Action: Part I: Professional Development for Creating Teaching Materials
Journal Info:
Mathematics Enthusiast, vol. 18, iss. 1-2, pp. 100-118, 2021
Formatted Citation: Use automatically-generated citations responsibly
This first of a pair of articles describes a professional development project that prepared four non-Indigenous mathematics teachers (Grades 5-12) to implement Canada’s Truth and Reconciliation Commission’s (TRC, 2016) notion of reconciliation: cross-cultural respect through mutual understanding. The researchers collaboratively mentored the teachers to enhance their mathematics teaching with Indigenous mathematizing3. The teachers’ focus was on developing and revising lesson plans for other teachers to teach. This process explicitly and implicitly revealed precise supports that need to be in place for a teacher to succeed at innovating with this Indigenous culture-based school mathematics (ICBSM). Part I is a template for scaling up the development of much needed Indigenous resources for mathematics teachers. Part II reports on the research results of this year-long research project. [From Author]
Journal Article
Author(s):
Michael Michie (author); Michelle Hogue (author); Joël Rioux (author)
Article Title:
The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students
Journal Info:
Research in Science Education, vol. 48, iss. 6, pp. 1205-1220, 2018
DOI:
10.1007/s11165-018-9775-y
Formatted Citation: Use automatically-generated citations responsibly
The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education through Both-Ways (BW) or Two-Eyed Seeing (TES) pedagogical and methodological approaches form the data for this paper. Their teaching experience with tertiary level Indigenous students using BW/TES pedagogies serves as case studies for the epistemic insight (knowledge about knowledge) they have gained. Each of the case studies considers the role of the Nature of Science (NOS) and potential conflicts through engagement with the two knowledge paradigms. Rather than being in conflict, the two worldviews are seen as complementary, a situation leading to epistemic insight. [From Author]
Journal Article
Author(s):
Cornel D. Pewewardy (author)
Article Title:
The Transformational Indigenous Praxis Model Stages for Developing Critical Consciousness in Indigenous Education
Journal Info:
Wicazo SA Review, vol. 33, iss. 1, pp. 38-69, 2018
Formatted Citation: Use automatically-generated citations responsibly
The historical and ongoing struggles for Indigenous communities in settler-designed school systems across what is now named the United States call for radical educational reform that includes a decolonized curriculum model for Indigenous children. These efforts must first acknowledge that Indigenous education existed prior to European contact and that settler-designed schools were and are detrimental to the well-being of Indigenous children and communities. Radical reform efforts must also recognize the continued systemic racism ingrained in school structures that privilege the dominant, whitestream communities and disadvantage communities of color, including Indigenous communities. [From Author]
Journal Article
Author(s):
Andrea J. Reid (author); Lauren E. Eckert (author); John‐Francis Lane (author); Nathan Young (author); Scott G. Hinch (author); Chris T. Darimont (author); Steven J. Cooke (author); Natalie C. Ban (author); Albert Marshall (author)
Article Title:
“Two‐Eyed Seeing”: An Indigenous framework to transform fisheries research and management
Journal Info:
Fish and Fisheries, pp. 1-19, 2020
DOI:
10.1111/faf.12516
Formatted Citation: Use automatically-generated citations responsibly
Increasingly, fisheries researchers and managers seek or are compelled to “bridge” Indigenous knowledge systems with Western scientific approaches to understanding and governing fisheries. Here, we move beyond the all‐too‐common narrative about integrating or incorporating (too often used as euphemisms for assimilating) other knowledge systems into Western science, instead of building an ethic of knowledge coexistence and complementarity in knowledge generation using Two‐Eyed Seeing as a guiding framework. Two‐Eyed Seeing (Etuaptmumk in Mi’kmaw) embraces “learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of mainstream knowledges and ways of knowing, and to use both these eyes together, for the benefit of all,” as envisaged by Elder Dr. Albert Marshall. In this paper, we examine the notion of knowledge dichotomies and imperatives for knowledge coexistence and draw parallels between Two‐Eyed Seeing and other analogous Indigenous frameworks from around the world. It is set apart from other Indigenous frameworks in its explicit action imperative—central to Two‐Eyed Seeing is the notion that knowledge transforms the holder and that the holder bears a responsibility to act on that knowledge. We explore its operationalization through three Canadian aquatic and fisheries case‐studies that co‐develop questions, document and mobilize knowledge, and co‐produce insights and decisions. We argue that Two‐Eyed Seeing provides a pathway to a plural coexistence, where time‐tested Indigenous knowledge systems can be paired with, not subsumed by, Western scientific insights for an equitable and sustainable future. [From Author]
Journal Article
Author(s):
Jeremy D. N. Siemens (author)
Article Title:
Education for reconciliation: Pedagogy for a Canadian context
Journal Info:
Canadian Journal for New Scholars in Education, vol. 8, iss. 1, pp. 127-135, Spring 2017
Formatted Citation: Use automatically-generated citations responsibly
Of the 94 Calls to Action within the Truth and Reconciliation Commission of Canada’s (TRC) Final Report, almost one-fifth focused on matters of education. This represents a strong belief that formal teaching and learning can positively impact the relationship between Indigenous and non-Indigenous people in Canada. However, there is no established framework for such education. Reflecting on the report and drawing on critical pedagogy scholarship, I work towards a better understanding of the necessary pedagogy required for education for reconciliation. Recognizing the ways in which the work of “reconciliation” is situated in particular cultural, historical, and social realities, I outline an approach to education for reconciliation that is attentive to the Canadian context. Drawing on both critical pedagogy and Indigenous knowledges, this framework attempts to honour the TRC Final Report, offering an approach that is both pointedly critical and deeply relational. [From Author]
Journal Article
Author(s):
Leanne Simpson (author)
Article Title:
Indigenous Environmental Education for Cultural Survival
Journal Info:
Canadian Journal of Environmental Education, vol. 7, iss. 1, pp. 13-25, 2002
Formatted Citation: Use automatically-generated citations responsibly
Aboriginal Peoples are facing a number of serious and complex environmental issues within their territories. Post-secondary environmental education programs in Canada have been slow to adopt curriculum and develop programs to meet the needs of Aboriginal students and their communities. This manuscript outlines necessary components of successful Indigenous environmental education programs at the postsecondary level based on the author’s participation in three such programs as a program developer/director, curriculum developer and instructor, the current literature and in addition to her experiences as an Anishinaabe student studying western science.[From Author]
Conference Paper
Author(s):
Leanne Simpson (author)
Paper Title:
Traditional Ecological Knowledge: Marginalization, Appropriation and Continued Disillusion
Proceedings:
Indigenous Knowledge Conference 2001
Publication Info:
Canadian Journal of Environmental Education, vol. 7, iss. 1, pp. 13-25, 2002, n.d.
Formatted Citation: Use automatically-generated citations responsibly
I have been working on environmental issues with First Nation communities and organizations for the past seven years. I am an instructor at the Center for Indigenous Environmental Resources in Winnipeg, and in the Indigenous Governance Program at the
University of Victoria. Currently, I am the Director of Indigenous Environmental Studies at Trent University in Peterborough, ON. I have served as the Aboriginal representative on the Canadian Delegation negotiation the Biosafety Protocol under the Convention on
Biological Diversity and on the delegations and working groups surrounding the infamous Article 8j. In 1999, I completed my Ph.D. at the University of Manitoba in
which I used Nishinaabeg ways of knowing to critique mainstream academic literature on Traditional Ecological Knowledge (TEK), written largely by non-Natives. I was motivated to do so because as an Nishinaabekwe who has spent some time learning from
Elders, I found it very difficult to identify with the perspectives on TEK found in mainstream Environmental Science journals and I was extremely concerned about the lack of Aboriginal voices and perspectives in the field. [From Author]
Book
Author/Editor(s):
Gloria Snively (author); Wanosts'a7 Lorna Williams (author)
Title:
Knowing Home. Book 1 : Braiding Indigenous Science with Western Science
Publication Info:
Canadian Journal of Environmental Education, vol. 7, iss. 1, pp. 13-25, 2002, n.d.University of Victoria, 2016
Formatted Citation: Use automatically-generated citations responsibly
Knowing Home: Braiding Indigenous Science with Western Science is far more than a set of research papers or curriculum studies. The project outputs include both, but they are incorporated into a theoretical structure that can provide the methodological basis for future efforts that attempt to develop culturally responsive Indigenous Science curricula in home places. It is not just one or two angels to organize, but multiple interwoven approaches and cases that give this project its exceptional importance. Thus, the project outputs have been organized into two books. [From Author]
Book
Author/Editor(s):
Gloria Snively (author); Wanosts'a7 Lorna Williams (author)
Title:
Knowing Home: Book 2 Braiding Indigenous Science with Western Science
Publication Info:
Victoria: ePublishing Services, University of Victoria Libraries, 2018
Series Info:
Knowing Home
Formatted Citation: Use automatically-generated citations responsibly
Knowing Home attempts to capture the creative vision of Indigenous scientific knowledge and technology that is derived from an ecology of a home place. The traditional wisdom component of Indigenous Science—the values and ways of decision-making—assists humans in their relationship with each other, the land and water, and all of creation. Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the 21st century. [From Website]
Journal Article
Author(s):
Sandra Styres (author); Celia Haig-Brown (author); Melissa Blimkie (author)
Article Title:
Towards a Pedagogy of Land: The Urban Context
Journal Info:
Canadian Journal of Education / Revue canadienne de l'éducation, vol. 36, iss. 2, pp. 34-67, 2013
Formatted Citation: Use automatically-generated citations responsibly
This article examines the possibilities around what we have come to call a pedagogy of Land. The authors explore what it means to bring a pedagogy of Land into classrooms and communities within urban settings. The authors consider the ways Land as pedagogy might translate from rural to urban contexts while addressing some of the ways this work moves forward in meaningful and relevant ways. Further, the authors share some aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools and teacher education programs. [From Publisher]
Journal Article
Author(s):
Carrie Tzou (author); Enrique Suárez (author); Philip Bell (author); Don LaBonte (author); Elizabeth Starks (author); Megan Bang (author)
Article Title:
Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence
Journal Info:
Cognition and Instruction, vol. 37, iss. 3, pp. 306-326, 2019
DOI:
10.1080/07370008.2019.1624547
Formatted Citation: Use automatically-generated citations responsibly
This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by engaging Indigenous ways of knowing and being from a sociocultural learning theory perspective. Through analyzing families-in-interaction as they constructed dioramas with robotics that told their family stories, we explore how cultivating consequential learning environments in STEM is intimately intertwined with historicity, knowledge systems, and the agentic positioning of learners to design new technologies. We find that using storywork as the design focus of building dioramas created learning environments where computer programing and robotics became dynamic tools toward family-making, collaboration, and the active presencing of Indigenous knowledge systems and cultural practices. Living and interrelating with story and its knowledge systems through making were enactments of Indigenous resurgence in everyday ways. From a structure of social practices perspective, this opens up learning spaces for engagement in STEM-Art practices and in relation to other social practices of consequence, such as cultural flourishing and affiliation, collaboration and family-making, and societal repositioning. [From Author]
Video
Creator(s):
Robin Wall Kimmerer (contributor)
Title:
Questions for a Resilient Future: Robin Wall Kimmerer
Producer Info:
Cognition and Instruction, vol. 37, iss. 3, pp. 306-326, 2019Center for Humans and Nature, 2014
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We are showered every day with the gifts of the Earth, gifts we have neither earned nor paid for: air to breathe, nurturing rain, black soil, berries and honeybees, the tree that became this page, a bag of rice and the exuberance of a field of goldenrod and asters at full bloom.

Though the Earth provides us with all that we need, we have created a consumption-driven economy that asks, “What more can we take from the Earth?” and almost never “What does the Earth ask of us in return?” [From Website]
Other
Author(s)/Organization:
Robin Wall Kimmerer (presenter)
Web Site Title:
Address to the United Nations in Commemoration of International Mother Earth Day
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As we celebrate Mother Earth, Let us begin with gratitude, for we are showered daily with the gifts of Mother Earth, food to eat, sweet air to breathe and the preciousness of water. Gratitude for each other as people, for the privilege of our work and for the original peoples in whose homelands we meet today. Although we come from many different places, we stand upon the ultimate common ground, with our feet upon Mother Earth. No matter what language we speak we are grateful for the birdsong that greets the day, Can we agree that our lives are made possible, and made sweeter by the other lives which surround us, both the human and the more-than-human beings with who we share the earth? [From Author]
Journal Article
Author(s):
Peggy Wilson (author); Stan Wilson (author)
Article Title:
Circles in the classroom: the cultural significance of structure
Journal Info:
Canadian Social Studies, vol. 34, iss. 2, pp. 11-12, 2000
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Finding ways to validate and encourage traditional Aboriginal values and customs into modern western (whitestream(f.1)) educational practices must become a priority for teachers who work with Aboriginal students. Circle work, sometimes referred to as "talking circles" (Four Worlds Development Project 1985) is one of many customs that can be adapted for classroom use, parenting (Bruyere 1984), healing (Hampton et al. 1995), and culturally relevant sentencing and justice treatment programs (Ross 1996). While serving as a useful tool for behaviour modelling and classroom management, the circle embraces and teaches the traditional values of respect, care, and noninterference (Ross 1992). [From Author]
Journal Article
Author(s):
Norbert Witt (author)
Article Title:
What if Indigenous Knowledge Contradicts Accepted Scientific Findings?--The Hidden Agenda: Respect, Caring and Passion towards Aboriginal Research in the Context of Applying Western Academic Rules
Journal Info:
Educational Research and Reviews, vol. 2, iss. 9, pp. 225-235, 2007
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The statement in the title, what if Indigenous Knowledge contradicts accepted scientific findings (Fowler, 2000), is an expression of the dilemma people who research Indigenous Knowledge think they find themselves in when they are confronted with different interpretations of what it means to be human, or, as I may summarize it, with different cultural interpretations of human existence. I sense a certain amount of fear in this statement, which, indeed, suggests an Indigenous interpretation that threatens the accepted scientific worldview. The question is, of course, who the accepting entity is and what the acceptance is measured on. The statement was made by an academic (PhD) executive of a diamond company who, responsible for inclusion of Indigenous Knowledge in the environmental assessment the company had to do before starting the mine, suspects contradictory interpretations on land use by the Indigenous people who occupy the land that should be developed by the company he represents. With this statement, he sets the stage for an analysis of research data on Indigenous Knowledge the company collected in order to follow recommendations of the Canadian Environmental Assessment Act (1996) that would dismiss the validity of the very subject, Indigenous Knowledge, that is to be integrated in environmental assessment done on Indigenous lands. [From Author]
Web Site
Author(s)/Organization:
Unknown
Web Site Title:
Welcome to Learning Bird
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Learning Bird was founded on the principle that students learn best when the content they are engaging with is interesting and relevant to them. This is why we work in collaboration with schools and communities to integrate local Indigenous culture, language, history, and teachings into the content. We help communities infuse their voices into classrooms across Canada, to the benefit of all students. [From Website]

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