Representing First Nations, Metis and Inuit in my Biology Classroom
In an early blog I briefly discussed the employment gap that exists between First Nations, Metis and Inuit people and those who identify as non-aboriginal. One way that this can be addressed is through careers in science and technology. According to the Canadian Council on Learning (2007), "Choosing careers in science and
technology will benefit Aboriginal students directly through employment, but more
importantly they can make a tremendous contribution to Canada from the unique
perspectives to science and technology based on the values implicit in Aboriginal
knowledge and ways of knowing" (pg. 2).
However to encourage First Nations, Metis and Inuit students to pursue a career in the science and technology field, I as a teacher must bridge the values of the dominant culture in science classes with the values of the First Nations, Metis and Inuit cultures. Instead of forcing assimilation into the Westernized science class I must bring other views in so that all students from all backgrounds can be successful.
As further stated by the Canadian Council of Learning (2007), traditional Western science classes tend to take things apart and analyzing them whereas First Nation, Metis and Inuit cultures look at things holistically in a cooperative environment. This fundamental difference in viewing the world creates fundamental problems in the learning process and shows the separation of the dominant culture and the devaluation of any other cultures learning strategies. In order to bridge these two very different learning styles I will utilize resources such as The Aboriginal Knowledge and Science Education Research Project, Shared Learnings, and Rekindling Traditions in order to bring various forms of knowledge outside of the dominant norm into the classroom so that First Nations, Metis and Inuit students can relate to the information being taught and it can have significance in their lives both inside and outside of the science classroom.
However to encourage First Nations, Metis and Inuit students to pursue a career in the science and technology field, I as a teacher must bridge the values of the dominant culture in science classes with the values of the First Nations, Metis and Inuit cultures. Instead of forcing assimilation into the Westernized science class I must bring other views in so that all students from all backgrounds can be successful.
As further stated by the Canadian Council of Learning (2007), traditional Western science classes tend to take things apart and analyzing them whereas First Nation, Metis and Inuit cultures look at things holistically in a cooperative environment. This fundamental difference in viewing the world creates fundamental problems in the learning process and shows the separation of the dominant culture and the devaluation of any other cultures learning strategies. In order to bridge these two very different learning styles I will utilize resources such as The Aboriginal Knowledge and Science Education Research Project, Shared Learnings, and Rekindling Traditions in order to bring various forms of knowledge outside of the dominant norm into the classroom so that First Nations, Metis and Inuit students can relate to the information being taught and it can have significance in their lives both inside and outside of the science classroom.
References
Canadian Council on Learning (2007). The cultural divide in science education for Aboriginal learners. Retrieved from: http://static.pseupdate.mior.ca.s3.amazonaws.com/media/links/Feb-01-07- The-cultural-divide-in-science.pdf
Comments
Post a Comment