Considerations From Places Where Indigenous and Western Ways of Knowing, Being, and Doing Circulate Together: STEM as Artifact of Teaching and Learning

Borden, Lisa; Wiseman, Dawn

doi:10.1080/14926156.2016.1166292

Cited by 15 publications

(8 citation statements)

References 1 publication

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“…Gender disparities persist in STEM education (Marginson et al, 2013), and women typically remain under-represented in the STEM workforce, including the United States (Beede et al, 2011) and Australia (Office of the Chief Scientist, 2016). Similarly, while there is a growing body of literature regarding cross-cultural science and technology (Aikenhead & Jegede, 1999) and indigenous ways of knowing (see Borden & Wiseman, 2016), disparities persist in indigenous participation in STEM education and the STEM workforce (Marginson et al, 2013). Redressing systemic inequities would go some considerable way to meeting STEM-focused human capital targets, and broader social agendas.…”

Section: Issues Concerning Gender and Under-represented Groupsmentioning

confidence: 99%

An International View of STEM Education

Freeman¹,

Marginson²,

Tytler³

2019

STEM Education 2.0

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Science, technology, engineering and mathematics (STEM) education and research are increasingly recognized globally as fundamental to national development and productivity, economic competitiveness and societal wellbeing. There has been a global turn to STEM that is clearly evident in government efforts worldwide to elaborate STEM policy governing school science and mathematics, and tertiary level education and research in the STEM disciplines. This shift is also reflected in emerging research priorities that are most frequently conceived in STEM terms, underpinned by commitments to internationalization and multidisciplinarity. This chapter explores STEM policies and programs from an international perspective extending from the Anglosphere, East Asia, Western Europe and Latin America to the Middle East. We identify discernible trends and parallels regarding government STEM policy and structural responses, school and tertiary level STEM education participation, comparative performance measured by international assessments such as PISA and TIMMS, STEM research and innovation, and issues concerning gender and under-represented groups. The chapter examines various programs and solutions including school-level curriculum and pedagogy reform to enhance science and mathematics participation and performance, teaching-related initiatives, and strategies at the tertiary-level to redress current systemic disparities.

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Section: Issues Concerning Gender and Under-represented Groupsmentioning

confidence: 99%

An International View of STEM Education

Freeman¹,

Marginson²,

Tytler³

2019

STEM Education 2.0

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“…E-TES supports the consideration of multiple worldviews and perspectives and encourages collaboration in determining how different worldviews can come together to solve social issues, such as the over-prioritization of Western knowledges in education. To support future opportunities for Indigenous youth, Borden and Wiseman (2016) discuss the importance of the integration of Indigenous perspectives into Western pedagogies, and state that this process should not be about specific content and control, but rather about pedagogy and how engagement in teaching and learning allows for growth in mind, body, spirit, and heart. They also quote Mohawk scholar Doolittle (2006), who challenges us to consider how we might bring scientific knowledges into Indigenous culture, rather than how science might be pushed onto Indigenous culture.…”

Section: Bringing Together Online Technology and Land-based Learningmentioning

confidence: 99%

Etuaptmumk - two-eyed seeing: Bringing together land-based learning and online technology to teach Indigenous youth about food

et al. 2021

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In 2019 we began an intergenerational Land-based learning program with the goal of engaging a group of Mi’kmaw youth from a rural community in Nova Scotia with their Traditional Foodways. When COVID-19 and the physical distancing restrictions hit Nova Scotia, however, this changed how we implemented the project. We decided to bring youth together virtually and encourage self-directed Land-based learning. This paper describes the dilemmas we faced as we considered what initially seemed like a paradoxical relationship- using online technology to promote Land-based learning. Our aim is to not only draw attention to what we believe to be the centrality of the Land in understanding Indigenous foodways, but also the potential for online technology to enhance youth engagement on and with the Land. We begin by exploring Land-based learning and how it supports teaching about Traditional foodways and Indigenous culture, as well as the challenges and opportunities related to implementing Land-based pedagogy in a virtual environment. Using Etuaptmumk-Two Eyed Seeing as our lens, we argue that online technologies can support Land-based learning, providing principles of local culture are respected and the technology is compatible with community values.

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“…

We have been invited by the editors of this special issue to consider our work in the context of science, technology, engineering, and mathematics (STEM), with particular attention to the M in STEM. There is some irony in this invitation, as we rarely refer to the work we do as STEM; the term often does not fit the contexts and communities in which we find ourselves.Nevertheless, we recognize that others may view the work as STEM in relation to how it aligns with integrated approaches to teaching and learning (Bybee, 2010a,b;Zollman, 2011Zollman, , 2012 in which problems and questions are central and learners take up various elements of STEM as required in particular instances (Lunney Borden & Wiseman 2016). We note also that this special issue is based on moving beyond conceptions of STEM that privilege neoliberal imperatives of growth, innovation, and economics (e.g.

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mentioning

confidence: 91%

“…Nevertheless, we recognize that others may view the work as STEM in relation to how it aligns with integrated approaches to teaching and learning (Bybee, 2010a,b;Zollman, 2011Zollman, , 2012 in which problems and questions are central and learners take up various elements of STEM as required in particular instances (Lunney Borden & Wiseman 2016). We note also that this special issue is based on moving beyond conceptions of STEM that privilege neoliberal imperatives of growth, innovation, and economics (e.g.…”

mentioning

confidence: 91%