ichotomiesbinaries found in Out of Place Indigenous Knowledge in the Science Curriculum Authentic representation simplistic representation the second terms predominates in IK science education in New Zealand ID: 264465
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Slide1
Some dichotomies/binaries found in Out of Place: Indigenous Knowledge in the Science Curriculum
Authentic representation/
simplistic representation (the second terms predominates in IK science education in New Zealand)
Adequate/
inadequate treatments (of IK)
Indigenous science/
Western Science
Indigenous knowledge/
Western Science (opposition in the literature)
Native science/
Western Science
Non-Western/
Western cultural knowledge bases
To be continued.Slide2
Different/equal
knowledges
Replace/Live together (IK vs
science in the science curricula)
Theoretical understandings incomplete/a great deal of changes at the level of practice (science education involving indigenous knowledge)
Oversimplification/
deepening (of IK, science teachers teach towards the first in NZ)
Culturally responsive/
Not culturally responsive curricula
Inclusive/
E
xclusive
Respectful/disrespectful
Universalist view of science results in a superficial treatment of culture/
local view of science results in a deepen treatment
of culture
To
be
continuedSlide3
Access to resources in New Zealand schools (schemes and unit boxes)/
No access in many other places in the world
Discoursive analysis/
C
lassroom data (more publications in the left term and few references on the right)Less confrontational/
M
ore confrontational format (CSSE vs
SE journals)
Open academic conversation/
Closure of issues (a trend towards the first term in the literature)
Theoretical questions/
Empirical data (little progress on both)
Hybrid field (Indigenous Knowledge Science Education)/
P
ure field
Māori students
feel better about themselves when
their culture
is valued
in the
classrooms
/
feel bad
Hook them in/
H
ook them out
Feel comfortable/
F
eel uncomfortable
Motivation/
d
emotivation
To
be
c
ontinuedSlide4
Indigenous students high esteem/Low esteem
Feel they are the experts/
Feel they are not experts
Share/
Do not share learning and knowledge Lack of knowledge (those who lost connections)/
F
ull knowledge (those with connections) (There are indigenous students of the two kinds)
Some students feel embarrassed/
Feel proud
High degree of alienation/
L
ow degree or no alienation (in the first group of students is where it appears to be benefic to include Māori knowledge in schools)
Feel the need/
Don´t feel the need
(the second term relates to Māori students fully engaged with their school culture regarding the inclusion of Māori knowledge into science curriculum)
Support/
Don´t support achievement in science
To
be
c
ontinuedSlide5
Dichotomies in teachers’ evaluation of the inclusion of Māori knowledge in science lessonsAmbivalence/
F
oothold (some teachers were ambivalent whether the inclusion of Māori knowledge in science lessons worked or not or if it was appropriated)
Resistance/
Acceptance (teachers regarding Māori knowledge´s inclusion in science education)
Try hard/
Do it easily (the first
was the case for a teacher)
Being quite false/
B
eing quite sure or true (the first corresponds to the way a teacher felt when teaching and the second the way the teacher needs to feel in order to teach Māori contexts)
Get it right/
Get it wrong
(Māori contexts)
Too heavy/
T
oo
l
ight
(
not
for teachers)
To
be
c
ontinuedSlide6
Dichotomies in the definition of IK as a caricature Teachers o
nly address superficial aspects of culture (artefacts and symbols)/
Culture must be addressed entirely
How to do this?
It is extracted from its authentic cultural contexts/T
he knowledge is inseparable from its contexts
What is an authentic cultural context and how it can be transcribed to the classrooms?
It is treated without its historical socio-political relationship with Western Colonial culture, people and social structures/
Historical and socio-political relationships with the colonizing system of Western culture are expected to happen
Teachers need to be educated.
END.