Skip to main content
Erschienen in: Cultural Studies of Science Education 1/2019

09.03.2018 | Forum

Good, now keep going: challenging the status quo in STEM pipeline and access programs

verfasst von: Dawn Wiseman, Randy Herrmann

Erschienen in: Cultural Studies of Science Education | Ausgabe 1/2019

Einloggen

Aktivieren Sie unsere intelligente Suche um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic approach to addressing the issue of underrepresentation of Indigenous people in STEM post-secondary programs. We explore how such programs are generally positioned and how they might be positioned differently to challenge the status quo within Western post-secondary institutions. The challenge arises from moving beyond the immediate pragmatics of addressing an identifiable issue framed as a problem to considering how post-secondary institutions and people developing access recruitment programs might begin unlearning colonialism.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Literatur
Zurück zum Zitat Absolon, K. E. M., & Willett, C. (2005). Putting ourselves forward: Location in Aboriginal research. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous and anti-oppressive approaches (pp. 97–126). Toronto, ON: Canadian Scholars’ Press. Absolon, K. E. M., & Willett, C. (2005). Putting ourselves forward: Location in Aboriginal research. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous and anti-oppressive approaches (pp. 97–126). Toronto, ON: Canadian Scholars’ Press.
Zurück zum Zitat Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver, BC: UBC Press. Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver, BC: UBC Press.
Zurück zum Zitat Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, Indigenous research project. Canadian Journal of Native Education, 26(2), 82–95. Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, Indigenous research project. Canadian Journal of Native Education, 26(2), 82–95.
Zurück zum Zitat Cajete, G. A. (1999). Reclaiming biophilia: Lessons from Indigenous people. In G. A. Smith & D. R. Williams (Eds.), Ecological education in action: On weaving education, culture and the environment (pp. 189–206). Albany, NY: State University of New York. Cajete, G. A. (1999). Reclaiming biophilia: Lessons from Indigenous people. In G. A. Smith & D. R. Williams (Eds.), Ecological education in action: On weaving education, culture and the environment (pp. 189–206). Albany, NY: State University of New York.
Zurück zum Zitat Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.CrossRef Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.CrossRef
Zurück zum Zitat Curtis, E., Wikaire, E., Stokes, K., & Reid, P. (2012). Addressing indigenous health workforce inequities: A literature review exploring ‘best’ practice for recruitment into tertiary health programmes. International Journal for Equity in Health, 13(11), 1–15. https://doi.org/10.1186/1475-9276-11-13. Curtis, E., Wikaire, E., Stokes, K., & Reid, P. (2012). Addressing indigenous health workforce inequities: A literature review exploring ‘best’ practice for recruitment into tertiary health programmes. International Journal for Equity in Health, 13(11), 1–15. https://​doi.​org/​10.​1186/​1475-9276-11-13.
Zurück zum Zitat Donald, D. T. (2009). The pedagogy of the fort: Curriculum, Aboriginal-Canadian relations, and Indigenous metissage. Unpublished doctoral dissertation. Department of Secondary Education, University of Alberta, Edmonton, AB. Donald, D. T. (2009). The pedagogy of the fort: Curriculum, Aboriginal-Canadian relations, and Indigenous metissage. Unpublished doctoral dissertation. Department of Secondary Education, University of Alberta, Edmonton, AB.
Zurück zum Zitat Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between participants. Sociology of Health & Illness, 16(1), 103–121.CrossRef Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between participants. Sociology of Health & Illness, 16(1), 103–121.CrossRef
Zurück zum Zitat Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press. Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press.
Zurück zum Zitat Little Bear, L. (2000). Jagged world views colliding. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 75–85). Vancouver, BC: UBC Press. Little Bear, L. (2000). Jagged world views colliding. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 75–85). Vancouver, BC: UBC Press.
Zurück zum Zitat Native Access to Engineering Program. (2004). Summary report: Survey of Aboriginal enrollment at Canadian engineering schools, Fall 2004. Montréal, QC: Concordia University. Native Access to Engineering Program. (2004). Summary report: Survey of Aboriginal enrollment at Canadian engineering schools, Fall 2004. Montréal, QC: Concordia University.
Zurück zum Zitat Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization, Indigeneity, Education and Society, 1(1), 1–40. Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization, Indigeneity, Education and Society, 1(1), 1–40.
Zurück zum Zitat Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, NS: Fernwood Publishing. Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, NS: Fernwood Publishing.
Zurück zum Zitat Wiseman, D. (2016). Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. Unpublished doctoral dissertation, University of Alberta, Edmonton, AB. Wiseman, D. (2016). Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. Unpublished doctoral dissertation, University of Alberta, Edmonton, AB.
Zurück zum Zitat Wiseman, D., & Lunney-Borden, L. (2017). Echoed rememberings: Mathematics and science education as reconciliation. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: blurring disciplinary boundaries (pp. 175–192). New York, NY: Springer. Wiseman, D., & Lunney-Borden, L. (2017). Echoed rememberings: Mathematics and science education as reconciliation. In L. Jao & N. Radakovic (Eds.), Transdisciplinarity in mathematics education: blurring disciplinary boundaries (pp. 175–192). New York, NY: Springer.
Metadaten
Titel
Good, now keep going: challenging the status quo in STEM pipeline and access programs
verfasst von
Dawn Wiseman
Randy Herrmann
Publikationsdatum
09.03.2018
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 1/2019
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-018-9863-3

Weitere Artikel der Ausgabe 1/2019

Cultural Studies of Science Education 1/2019 Zur Ausgabe