| Autor: |
Michie, Michael, Hogue, Michelle, Rioux, Joёl |
| Předmět: |
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| Zdroj: |
Disciplinary & Interdisciplinary Science Education Research; 12/21/2023, Vol. 5 Issue 1, p1-14, 14p |
| Abstrakt: |
A groundswell to include Indigenous Knowledge in the school science curriculum has led to the inclusion of Aboriginal and Torres Strait Islander Histories and Cultures (generally known as Indigenous perspectives) in the overall Australian Curriculum (AC) and the Australian Curriculum: Science (ACS). However, the experiences in other countries, their states and provinces are quite different and diverse, particularly when it comes to incorporating Indigenous Knowledge in resistant disciplines such as science. The AC and ACS are examined and compared with similar curriculum from elsewhere. The causes of resistance to the inclusion of Indigenous perspectives are identified, as well as other structural impediments. Strategies such as the Two-Ways or Two-Eyed Seeing approaches with epistemic insight are seen as a functional way of bridging Indigenous and Western cultures for policy makers, curriculum developers, educators and teachers, and ultimately students. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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