Imaginary subjects: school science, indigenous students, and knowledge–power relations

Kidman, Joanna; Abrams, Eleanor; McRae, Hiria

doi:10.1080/01425692.2011.547306

Cited by 34 publications

(30 citation statements)

References 18 publications

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“…As argued by Kidman, Abrams, and McRae [2011;see also Richardson, 2011], these selective appropriations of disci-plinary knowledge routinely leave as settled the very knowledge-power relations defined by whiteness that have historically structured and continue to structure inequalities in society, science, and science education. To design within a desettling frame means, then, to understand and take up these knowledge-power relationsand assumed assimilation into particular knowledge paradigms -as an explicit object of inquiry in the science classroom.…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

Desettling Expectations in Science Education

Bang

Warren²,

Rosebery³

et al. 2012

Human Development

331

237

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Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that ‘settled expectations’ in schooling function to (a) restrict the content and form of science valued and communicated through science education and (b) locate students, particularly those from nondominant communities, in untenable epistemological positions that work against engagement in meaningful science learning. In this article we examine two episodes with the intention of reimagining the relationship between science learning, classroom teaching, and emerging understandings of grounding concepts in scientific fields – a process we call desettling. Building from the examples, we draw out some key ways in which desettling and reimagining core relations between nature and culture can shift possibilities in learning and development, particularly for nondominant students.

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Section: Implications For Teaching and Learningmentioning

confidence: 99%

Desettling Expectations in Science Education

Bang

Warren²,

Rosebery³

et al. 2012

Human Development

331

237

View full text Add to dashboard Cite

show abstract

“…Whānau strongly believed that being possessed of the knowledge of the land, the people, and te reo was a strong foundation upon which to acquire other knowledge, other language, and other ideologies. Advocates of PBL, such as Kawagley and Barnhardt (1999), Penetito (2009), and Kidman et al (2011), believe such a framework can help alleviate the tension that currently exists between Western education pedagogies and holistic indigenous education models. These authors also assert that PBL can move the curriculum towards a new and exciting place where ownership by students over characteristics and features of classroom-based learning can be given heightened relevance.…”

Section: Mana ūKaipo: a Sense Of Place And Belongingmentioning

confidence: 99%

The Transformative Role of Iwi Knowledge and Genealogy in Māori Student Success

Webber

Macfarlane

2017

Handbook of Indigenous Education

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Iwi (tribal) knowledge systems can hold powerful narratives about the past, present, and futureprioritizing distinct languages, worldviews, teachings, and technologies developed and sustained by generations of iwi members. Narratives that emphasize the innovative deeds, qualities, and achievements of ancestors can be used in education to reinforce the notion that Māori students descend from a long lineage of scholars, scientists, philosophers, and the likenegating the powerful effect of stereotype threat (Steele 1997). The recognition and reactivation of iwi knowledge in one iwi region of Aotearoa, New Zealand was an act of reclamation, remediation, and renaissance, whereby notions of mana tangata (student successexpressed as status accrued through one's leadership talents and respect from others) were reconceptualized by drawing on the richness of iwi genealogy, narratives, and worldview. The Ka Awatea (A new dawn) Project was an iwi case study that examined the qualities of "success" through a quintessentially iwi lens by grounding the research undertakings in iwi protocols and history and linking findings to historical iwi icons. By emphasizing the key qualities of ancestors, we can better understand what enabled them to make outstanding contributions to the society of their era, and their feats can continue to guide the pathways to success of Māori students in contemporary times. To effect educational transformation and reform, local high schools, in conjunction with iwi in the region, then made a conscious and unapologetic call to carve out time and space to affirm this iwi knowledge

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“…Therefore, indigenous students potentially internalize negative images of their culture created and propagated by the institution of schooling as unable, historically and currently, to be producers of mathematical and scientific knowledge and indigenous students as low-achieving mathematics and science learners (Kidman, Abrams & McRae, 2010). Other factors implicit in role of schooling may be causing indigenous learners to "opt out" of the learning of science and mathematics (Abrams, Yen, Blatt & Ho, 2009).…”

mentioning

confidence: 99%

Introduction to the Special Issue

2012

Int J of Sci and Math Educ

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Imaginary subjects: school science, indigenous students, and knowledge–power relations

Cited by 34 publications

References 18 publications

Desettling Expectations in Science Education

Desettling Expectations in Science Education

The Transformative Role of Iwi Knowledge and Genealogy in Māori Student Success

Introduction to the Special Issue

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