Learning Indigenous Science from Place

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Learning Indigenous Science from Place
Dr. Herman Michell Principal Investigator First
Nations University of Canada Yvonne Vizina
Co-Investigator University of Saskatchewan
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• It has become possible for Indigenous people
• to refuse to speak about ourselves
• in ways foreign to us,
• to explain ourselves in terms not appropriate to
  us,
• to judge ourselves by criteria we did not
  institute,
• or to accept that our traditional knowledge
• is not knowledge at all.
• We can hold firm our own Indigenous ways of
  knowing and,
• in so doing, protect and preserve those ways.
• (Dr. Eva Marie Garroutte, 1999).

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Learning Indigenous Science from Place

• An action research study examining
  Indigenous-based Science Perspectives in
  Saskatchewan First Nations and Métis Community
  Contexts
• The Project Team FN Métis communities,
  FnUniv, UofS, FSIN, STC, MLTC, GDI, Min. of
  Educ., Public/Catholic schools, Teachers Elders

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Research Questions

• What is a First Nations perspective of learning
  Indigenous Science from Place?
• What is a Métis perspective of learning
  Indigenous Science from Place?
• How can learning from place help create a
  foundation for a science curriculum that is
  contextualized to place and to the people of that
  place?
• How can these perspectives inform teachers of
  processes and content needed in science
  curriculum?
• What supports are needed for educators to engage
  in Indigenous science?

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Cultural-based Approaches to Science Education

• The idea of cultural-based approaches to science
  education is a new development in a long history
  of Indigenous education and reflects an evolution
  of thought related to self-determination,
  community-based education and the preservation of
  cultural identity. (Cajete, 1999)

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Importance of Science in Aboriginal Communities

• Increased Control of Land Resources
• Increased Control of Health Programs
• Increased Need for Science Professionals
• Community Infrastructure Development
• Global Bio-diversity Sustainable Issues

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Low Numbers of Aboriginal individuals in Science
Careers

• Despite a rich backdrop of cultural traditions,
  languages, values, practices and holistic ways of
  connecting with natural reality that could serve
  as a foundation for scientific learning and
  achievement...
• Aboriginal Peoples are chronically
  under-represented in virtually all fields of
  science.
• Aboriginal individuals are systematically locked
  out of high paying jobs in science related
  fields.
• Why?...Whats the Problem?

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The Problems are Complex .

• Systemic Factors - Social/Political/Economic
• Linked to Colonized / Marginalized Status in
  Canada
• Assimilation through Education
• Euro-centric Schooling Practices Policies
• 100 Years of Residential Schooling
• Loss of Culture, languages, values, practices
• Loss of Indigenous Knowledge Systems

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Reviews of First Nations Métis Education

• 1988 - NIB Review
• 1987 - Barmen, Hebert, McCaskill Review
• 1992 - Canadian Education Association
• 1995 - Battiste Review
• 1996 - Royal Commission Report
• 2005 Canadian Council on Learning

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Some Key Problems...

• Provincial Science Curriculum Inclusive Issues
• Chronic Under-funding in Schools
• Inadequate Facilities, Equipment Materials
• Shortage of Indigenous Science scholars
• Lack of Indigenous Science teachers
• Indigenous Science in Teacher Education
• Appropriate Cultural Linguistic Content
• Elder Parental Involvement
• Teacher Turnover Consistency

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Some Key Problems...

• High Drop-out rates in High School
• Poor Attendance - High Absenteeism
• Poor Academic Achievement Levels
• Lack of Preparedness for Post-secondary level
• Alcohol Drug Abuse Problems
• Overcrowded Housing Conditions
• High Suicide Rate among Youth
• Single Parent Families with limited Supports

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Creating a Pathway...

• The problems are systemic and will require
  systemic solutions...
• Science Education must be re-defined based on
  First Nations Métis community foundations
• Context Specific the Idea of Place
• Community-based Articulation of Indigenous
  ontology, epistemology, methodology, and
  pedagogy
• Community Involvement in the Planning,
  Development, Implementation, Evaluation of
  Indigenous science curriculum

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Re-defining Science

• The Myth of Science as non-cultural
• Towards Science as Cultural Political
• Indigenous Science needs no validation from
  Western Science
• Honoring Creating Space for Indigenous
  Knowledge Systems to Flourish
• Towards an Inter-connected Consciousness
• Nourishing, Life-giving Sustainable

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Stereotypes of Indigenous Knowledge

• Primitive Folklore
• Static View - Something of the Past
• Irrational Irrelevant
• Religious Assimilation Fear Mongering
• Evil, Demonic, Witchcraft, Voodoo
• Worshipping Other gods

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What is Science?

• Science is a tool. It is used in coming to know
  the natural world.
• Science is also a cultural extension of
  particular human groups.
• There are Diverse cultures with Diverse tools.
  Multi-science perspectives.
• Indigenous people have their own set of tools in
  coming to know natural world.

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Indigenous Diversity Complexity

• A Shared Worldview of Interconnectedness
• Diverse Knowledge Systems
• Diverse Values
• Diverse Languages
• Diverse Environments
• Diverse Practices Technologies

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Clash of Worldviews

• Indigenous Worldviews are fundamentally different
  than the Euro-Western worldview promoted through
  contemporary science education.
• Western science is a sub-culture
• Western science worldview dominates all spheres
  of society. curriculum.
• Clash of Worldviews
• First Nations vs. Western Science
• Métis knowledge dismissed by experts

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• We live in a world of many cultures,
• all of which have different standards.
• It is not necessary to devalue
• the standards of Western society,
• except insofar as they claim to be the only
  worthwhile standards.
• (Hampton, 1995)

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Euro-Western Science

• Science is a subset of Euro-Western Culture.
• People are separate from the World Around them.
• What counts as Science - Is what can be Measured.
• Focus on Physical World - Absence of the Sacred
• Scientific Method - Compartmentalized Knowledge
• Fragmented Worldview - Linear - Hierarchical
• Mechanistic - Reductionist - Rational -
  Impersonal Mathematical idealized -
  De-Contextualized Exploitative - Materialistic -
  Ideological - Elitist.

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Indigenous Science

• Abundant examples exist of scientific thought in
  First Nations Métis communities.
• Indigenous people used scientific processes of
  investigating, discovering, experimenting,
  observing, defining, comparing, relating,
  inferring, classifying, and communicating in
  order to develop technology that enabled them to
  survive within particular environments (Ovando,
  1994).

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Indigenous Science Examples that Resonate with..

• Medical Practices
• Nutrition
• Ecology
• Agriculture
• Biology
• Chemistry
• Geology
• Physics
• Mathematics
• Astronomy
• Architecture
• Conservation

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Indigenous Science...

• Physical Spiritual Are Not Separate
• Holistic - Communal - Contextual
• Inclusive - Cooperative - Peaceful
• Focus on Natural Laws Land
• Respect Reverence for all Life
• Reciprocity Interdependence
• Balance Wholeness - Inner Outer Harmony
• Sustainable

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Indigenous Science Approaches

• Indigenous Local Concepts Examples
• Experiential Hands-On Activities
• Multi-sensory - Multiple Anchors of Retention
• Indigenous Elders
• Indigenous Methodologies
• Indigenous Languages
• Learning Styles Teaching Styles
• Role Models Mentors
• Textbook Visual Classroom Materials
• Trans-disciplinary Curriculum
• Indigenous-based Assignments

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Indigenous Methodologies

• Experiential - On the Land
• Traditional Technologies
• Indigenous Contributions
• Storytelling Sharing Circles
• Supervised Unsupervised Participation
• Intergenerational Teaching
• Apprenticeship
• Observation Natural Inquiry
• Dreaming Imagination
• Ritual Ceremony

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Traditional Knowledge Protocols

• There are Protocols around Traditional Knowledge
• It is crucial to consult with Elders what parts
  of traditional knowledge should be addressed and
  how such issues should be taught in public.
• Cultural expressions that include drumming,
  ceremony, sacred songs, dances, prayers, dreams
  and creation stories teach people about
  relationships with Natural Reality.
• However, Caution must be taken There are
  cultural expressions that belong to certain
  clans, societies, and knowledge keepers and can
  only be shared by certain people under certain
  conditions protocols
• Ensure students are fully prepared and understand
  the significance of specific practices that
  relate to what you are trying to teach them.
• In some cases, individuals will share freely
  expecting you will know the ethics around
  knowledge use.

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More Research is Needed...

• The main weakness of current research around
  cultural-based approaches to science education is
  the lack of quantitative data about how, why, and
  in what contexts cultural-based approaches are
  more effective than Western approaches (Cajete,
  1999).

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Province Wide Articulation

• It is time to articulate Indigenous Science
  Education from the foundation of First
  communities
• Community-based research
• Locally-developed Options
• The Answers Lie Within.

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Sharing the Burden...

• Community-driven - Direct Benefits
• Long-term Funding Mechanisms
• Partnerships with Industry
• Partnerships with Universities
• Partnerships with Schools
• Partnerships with Governments

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Thank you...