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Cultural Studies of Science Education
Erschienen in: Cultural Studies of Science Education 3/2008

01.09.2008

How might Native science inform “informal science learning”?

verfasst von: Bryan McKinley Jones Brayboy, Angelina E. Castagno

Erschienen in: Cultural Studies of Science Education | Ausgabe 3/2008

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Abstract

This article examines the literature on Native science in order to address the presumed binaries between formal and informal science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within Indigenous communities.
Vorheriger Artikel Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education
Nächster Artikel Valuing indigenous knowledge: to call it “science” will not help

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Fußnoten
1
By Indigenous here, we mean the original peoples of particular lands. In the case of this article, we are referencing the original peoples of the Americas, who are often described as First Nations, American Indians, Alaska Natives, and Kanaka Maoli (Native Hawai’ians).
 
2
Three topics that are rarely included in discussions of culturally responsive schooling are sovereignty, racism, and epistemologies. We suggest that any discussion of culturally responsive schooling for Indigenous youth must take into account issues of sovereignty and racism, as well as the worldviews and epistemologies of Indigenous people and tribal communities. Because it is outside the scope of this article, we do not cover these topics here; however, we have addressed them in detail elsewhere (Castagno and Brayboy, in press).
 
3
The literature includes Cleary and Peacock (1998), Trujillo et al. (2002), Garcia and Ahler (1992), Agbo (2004), Lipka (1990), and Klump and McNeir (2005).
 
4
This literature includes such works as Allen and Seumptewa (1993), Snively (1995), Cajete (1988), and MacIvor (1995).
 
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Metadaten
Titel
How might Native science inform “informal science learning”?
verfasst von
Bryan McKinley Jones Brayboy
Angelina E. Castagno
Publikationsdatum
01.09.2008
Verlag
Springer Netherlands
Erschienen in
Cultural Studies of Science Education / Ausgabe 3/2008
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-008-9125-x

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