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Indigenous science relates to both the science knowledge of long‐resident, usually oral culture peoples, as well as the science knowledge of all peoples who as participants in culture are affected by the worldview and relativist interests of their home communities. This article explores aspects of multicultural science and pedagogy and describes a rich and well‐documented branch of indigenous science known to biologists and ecologists as traditional ecological knowledge (TEK). Although TEK has been generally inaccessible, educators can now use a burgeoning science‐based TEK literature that documents numerous examples of time‐proven, ecologically relevant, and cost effective indigenous science. Disputes regarding the universality of the standard scientific account are of critical importance for science educators because the definition of science is a de facto “gatekeeping” device for determining what can be included in a school science curriculum and what cannot. When Western modern science (WMS) is defined as universal it does displace revelation‐based knowledge (i.e., creation science); however, it also displaces pragmatic local indigenous knowledge that does not conform with formal aspects of the “standard account.” Thus, in most science classrooms around the globe, Western modern science has been taught at the expense of indigenous knowledge. However, because WMS has been implicated in many of the world's ecological disasters, and because the traditional wisdom component of TEK is particularly rich in time‐tested approaches that foster sustainability and environmental integrity, it is possible that the universalist “gatekeeper” can be seen as increasingly problematic and even counter productive. This paper describes many examples from Canada and around the world of indigenous people's contributions to science, environmental understanding, and sustainability. The authors argue the view that Western or modern science is just one of many sciences that need to be addressed in the science classroom. We conclude by presenting instructional strategies that can help all science learners negotiate border crossings between Western modern science and indigenous science. © 2000 John Wiley & Sons, Inc. Sci Ed 85:6–34, 2001.

ABSTRACT. Following the work of contemporary thinkers, we propose that every culture has its own science and that both indigenous and western science knowledge systems are valuable and have been useful to the cultures developing them. Because a valid interpretation of scientific literacy must be consistent with a prevailing image of science and rapid changes taking place in society, we propose more inclusive definitions and metaphors of science literacy. Science literacy for Aboriginal people must reflect a broad cultural approach that recognizes the unique way Aboriginal people live and present their experience and knowledge. Literacy programs from an Aboriginal perspective must go beyond reading, writing, and numeracy to include oracy -stories, songs, dances, symbols, ceremonies. Science literacy from an Aboriginal perspective involves being knowledgeable about the extensive examples and applications of Aboriginal science knowledge, as well as western science knowledge, and science discourse about the nature of science. Literacy also includes the wisdom component of Aboriginal science, which brings the discussion of values and ethics to science and technology and requires sustaining both community and environment. Aboriginal languages serve as storehouses of experience and perspectives that help maintain cultural identity, resist assimilation, and interpret the relationship between society and environment. KEYWORDS:Aboriginal, culture, language, science, traditional ecological knowledge Dutch Samenvatting [Translated by Tanja Janssen] In navolging van het werk van hedendaagse denkers gaan wij ervan uit dat iedere cultuur zijn eigen wetenschap heeft en dat zowel inheemse als westerse wetenschappelijk kennissystemen waardevol zijn en nuttig zijn geweest voor de culturen waarbinnen ze zijn ontwikkeld. Omdat een valide interpretatie van wetenschappelijke geletterdheid consistent moet zijn met een algemeen beeld van wetenschap en met de snelle veranderingen in de samenleving, doen we een voorstel voor meer omvattende definities en metaforen voor wetenschappelijke geletterdheid. Wetenschappelijke geletterdheid voor aboriginals moet een brede culturele benadering weerspiegelen, met erkenning van de unieke manier waarop aboriginals leven en hun ervaringen en kennis presenteren. Geletterdheidsprogramma's vanuit een aboriginal perspectief moeten verdergaan dan lezen, schrijven en rekenen; ze moeten ook mondelinge overlevering, verhalen, 110 GLORIA J. SNIVELY & LORNA B. WILLIAMS liederen, dansen, symbolen en ceremonieen omvatten. Wetenschappelijke geletterdheid vanuit een aboriginal perspectief betekent: kennis hebben zowel van de uitgebreide voorbeelden en toepassingen van aboriginal wetenschappelijke kennis, als van westerse kennis en de manier waarop over de aard van wetenschap wordt gesproken. Geletterdheid omvat ook de component van wijsheid van aboriginal wetenschap, waarmee het debat over normen en waarden binnen science en technologie wordt gebracht, en die vereist dat zowel de gemeenschap als het milieu worden b...

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