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

01.09.2008 | Forum

Valuing indigenous knowledge: to call it “science” will not help

verfasst von: Charbel Niño El-Hani, Fábio Pedro Souza de Ferreira Bandeira

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

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Abstract

In this commentary on Brayboy and Castagno’s paper, published in this volume, we discuss, on the one hand, many points of agreement between their proposal of culturally responsive schooling for indigenous youth and El-Hani and Mortimer’s proposal of culturally-sensitive science education. On the other hand, we focus on a key disagreement, not only with Brayboy and Castagno, but with a whole body of literature on multicultural, postcolonialist, postmodernist education. The main point of disagreement lies in the fact that we are not sure that to broaden the concept of science so as to talk about “native science” or “indigenous science” is indeed the best strategy to attain a goal that we wholeheartedly share with Brayboy and Castagno, to value other ways of knowing for their own sake, validity, and legitimacy.
Vorheriger Artikel How might Native science inform “informal science learning”?
Nächster Artikel A cultural-historical reading of “Culturally Sensitive Schooling”: thinking beyond a constructivist view of science learning

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Metadaten
Titel
Valuing indigenous knowledge: to call it “science” will not help
verfasst von
Charbel Niño El-Hani
Fábio Pedro Souza de Ferreira Bandeira
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/s11422-008-9129-6

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