Description
I will discuss the way academics and educators view the theoretical space that exists between Western and traditional Indigenous knowledge systems within middle school science. To illustrate how educational projects might work in this contested middle-ground, an Australian-based middle-school science project that blends both perspectives, and which is focused on astronomy, is described. The project has been implemented in 53 Australian schools. Using a narrative approach, I reflect on how educational projects might work in this contested middle-ground. This method allows for the inclusion of a Mutual Cultural Responsivity as each culture must exchange and respect knowledge and perspectives. The middle-ground approach favoured here is an entity in its own right, is a shared space containing legitimate perspectives, informed awareness of alternative cultures and, a vessel that provides the necessary knowledge that is relevant to the individual. In middle-school science settings, there appears to be little research that maps the cultural competency framework to educational programs. I contend it is timely that we move toward pedagogical frameworks that include both Indigenous and Western knowledge systems equally. Hard science can and should adopt knowledge diversity and cultural relevancy to promote a socially just learning space by offering multiple points of entry. We need to develop programs that reach the higher levels of the Mutual Cultural Responsivity framework in order to move towards a contemporary understanding of school science for all Australians.| Period | 04 Dec 2019 → 06 Dec 2019 |
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| Event type | Conference |
| Location | Brisbane, Australia, QueenslandShow on map |
| Degree of Recognition | International |