Centering the Indigenous in science education: Possibilities and limitations of decolonizing the academy
| dc.contributor.advisor | Goode, Joanna | |
| dc.contributor.author | RunningHawk Johnson, Stephany | |
| dc.date.accessioned | 2020-09-24T17:11:58Z | |
| dc.date.available | 2020-09-24T17:11:58Z | |
| dc.date.issued | 2020-09-24 | |
| dc.description.abstract | The current public schooling system in the United States attempts to remove culture and values from science education. Science is completely entwined in the culture, art, languages, and everyday lives of Indigenous peoples; therefore it is not a discreet knowledge or entity. A narrative of failure is being produced that falsely portrays Indigenous students as ‘underperforming’, not ‘good at’ science, and that perpetuates the perception of an achievement gap. However, the real problem is the way we look at, think about, consider, and teach science in US public schools, particularly for Indigenous students. Curriculum and pedagogy that present science education out of cultural context is problematic. Indigenous students need to learn science in Indigenous ways, and then the in western paradigm. In this study I employed a qualitative design, consisting of interviews and observations with students and their instructors. I conducted a semi-structured interview with each participant, then, based on an initial analysis, chose three students for in-depth case studies. I attended a number of science courses with the students and faculty, and conducted interviews with two main faculty members. I presented my initial analysis and invited my participants to give further feedback. There are possibilities for doing decolonizing work within the academy. We need more Indigenous folx as professors, and we need non-Indigenous faculty to apply decolonizing and indigenizing curriculum, pedagogies, and practices. Examples of this can include bringing students together with Elders and other tribal experts, employing place-based educational practices, intergenerational learning, learning through story, and oral traditions. Supporting community and reciprocity is also important for our Indigenous students. Faculty face tensions in doing good work with and for their Indigenous students, including the challenge of how to adequately address the field’s expectation of students while still being responsive to student needs. Instructors also talked about balancing their connection to students with maintaining appropriate boundaries, and one instructor shared insight regarding gender differences and imbalances. These instructors voiced the desire and need to enhance their teaching skills and requested training in how to teach effectively and in a caring way for their specific communities. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/25609 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | Decolonization | en_US |
| dc.subject | Indigenization | en_US |
| dc.subject | Indigenous education | en_US |
| dc.subject | Place-based Education | en_US |
| dc.subject | Reciprocity | en_US |
| dc.subject | Science education | en_US |
| dc.title | Centering the Indigenous in science education: Possibilities and limitations of decolonizing the academy | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Education Studies | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- RunningHawkJohnson_oregon_0171A_12713.pdf
- Size:
- 720.57 KB
- Format:
- Adobe Portable Document Format