A Conversation About Indigenous Pedagogy, Neuroscience and Material Thinking

Bilton, Natalia; Rae, John; Yunkaporta, Tyson

doi:10.1007/978-981-15-7201-2_8

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…In his view, Indigenous culture should be viewed as a complex intertwining of community and place. While there are resources available for educators to include First Nations content or cultural practices, Bilton et al [23] remind us that "perspectives are not in the content, but the process" (p. 88). In other words, understanding perspectives requires understanding how knowledge is constructed and for what purpose.…”

Section: What Is Indigenous Educationmentioning

confidence: 99%

Approaches to Bio-Cultural Diversity in British Columbia

et al. 2023

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This paper highlights an action research project into some decolonizing practices for environmental learning in the Canadian context of the British Columbia (BC) curriculum through case study and focus groups with Indigenous educators. A key finding taken from these discussions is that educators must strive to learn with Indigenous people not about them as the process of decolonization is about acknowledging multiple knowledge and value systems. We hosted two consultations with groups of Indigenous knowledge holders in the process of our work. The first consisted of a purposeful sample of Indigenous educators and academics drawn from Coast Salish communities in and around urban regions in coastal British Columbia (N = 20), the second draws on a purposeful sample of rural Indigenous educators and academics drawn from the Okanagan valley and British Columbia Interior (N = 10). The vignettes we share focus on how educational policy can be infused with Indigenous knowledges and pedagogical perspectives and, respectively, how policy changes might inform instruction on climate change education and a variety of other environmental topics. The revised framework we produce will guide teachers in their educational planning and support the implementation of environmental learning in diverse subjects using the dual lenses of bio-cultural diversity and inquiry—teaching about the environment and Indigenous knowledges together as an organizing theme for all teaching and learning. Our work highlights key aspects of our research involving practicing teachers, academics, provincial Ministries of Education and Environment as well as the Canadian Commission for UNESCO. The research articulates several important bridge-building activities: one linking research and policy, one bridging theory with practice, and most importantly, one bridging the inherent synergies among Indigenous and environmental knowledges.

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Section: What Is Indigenous Educationmentioning

confidence: 99%

Approaches to Bio-Cultural Diversity in British Columbia

et al. 2023

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“…These connections are further enhanced through the diagonal lines at the centre, which represent protocols, processes, systems, and values. Importantly, these connections highlight the relationship between learners, teachers, and place-and how all elements, people, variables, and materials are interconnected (Bilton et al, 2020). Table 1 elaborates on the 8 ways of learning.…”

Section: Aboriginal Ways Of Learningmentioning

confidence: 99%

“…Table 1 Elaborating on the 8 ways of learning (adapted from Bilton et al, 2020;RAET, 2019;Yunkaporta, 2009) Story Sharing: This is about teaching and learning through narrative. Personal narratives (i.e., stories) are central.…”

Section: Aboriginal Ways Of Learningmentioning

confidence: 99%

A Two-Eyed Seeing Teaching and Learning Framework for Science Education

Cirkony

Kenny

Zandvliet

2023

Can. J. Sci. Math. Techn. Educ.

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Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the 8 Aboriginal Ways of Learning, which illustrates different ways of knowing—many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation.

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“…Non-linear learning refers to producing innovation and understanding of T&L processes through a lateral thinking process or by combining systems (Bilto et al, 2020). In this regard, the learning process should not be implemented in a roundabout or indirect way; rather, contradictions should be avoided by identifying similarities and creative potential among diversity of views and knowledge.…”

Section: Non-linearmentioning

confidence: 99%

Education: Orang Asli Students’ Perspectives

Kamsin,

Khalid

2023

IJARBSS

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The Orang Asli, indigenous people of Peninsular Malaysia, have historically struggled to access education due to factors like geographic isolation, language barriers, and economic hardship. Efforts by the government and non-governmental organizations aim to improve educational opportunities for Orang Asli communities. Initiatives include school construction, bilingual education, and cultural sensitivity in curricula. Despite all progress, ensuring equitable access to quality education remains an ongoing priority to empower Orang Asli youth while preserving their unique cultural heritage. Orang Asli pedagogy refers to the teaching and learning methods and approaches used in education for indigenous Orang Asli communities in Peninsular Malaysia. Given the unique cultural and linguistic characteristics of these communities, Orang Asli pedagogy emphasizes eight key principles namely story sharing, map learning, non-verbal, symbols and images, land links, non-linear, deconstructing/reconstructing, and community links.

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A Conversation About Indigenous Pedagogy, Neuroscience and Material Thinking

Cited by 6 publications

References 7 publications

Approaches to Bio-Cultural Diversity in British Columbia

Approaches to Bio-Cultural Diversity in British Columbia

A Two-Eyed Seeing Teaching and Learning Framework for Science Education

Education: Orang Asli Students’ Perspectives

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