Journey with Indigenous Knowledge and Science Education

• Author(s) / Creator(s)

  • West, Karen R.

• Exploring ways of coming to know, are demonstrated through a Wholistic exploratory analysis of literature of ways of Indigenous knowledge can be brought into students learning through curricula, pedagogy and also through activities in the classroom. This analysis it supports understandings that holds the responsibility of Educators for their learning with Indigenous knowledge through Treaty education, ways of Incorporating, Infusing and Including Indigenous knowledge, Decolonizing education and also Reconciliation for Education as foundational entry points with both Indigenous knowledge and science education. In using theoretical praxis of Wholistic Theory alongside Cultural Interface to support the research question of how and where Science educators can enter their journey to guide students through Indigenous knowledge and Science education? The implications of this research may help to facilitate teachers that are hesitant or resistant to find an entry point in their journey, and to build and strengthen relations with all through knowing where and when to begin along with the context of where and when to address Indigenous knowledge and Science education.

• Date created

  2020-04-01

• Subjects / Keywords

  • Treaty education, Incorporating, Infusing, Including Indigenous knowledge, , Reconciliation for Education, Decolonizing education, Cultural Interface, Wholistic Theory

• Type of Item

  Review

• DOI

  https://doi.org/10.7939/r3-a31k-c584

• License

  Attribution-NonCommercial 4.0 International