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American Indian Culture and Secondary Science Curricula: Examining the Confluence of Native Epistemologies and U.S. Public Education Science Standards
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In: Theses and Dissertations (2021)
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Abstract:
Innate to the traditional science curricula taught under the auspices of United States public education are a Neoliberal axiology and Eurocentric epistemology (Howard & Kern, 2019) that do not meet the cultural needs of American Indian students (Cobern & Loving, 2001). It is inequitable that American Indian students do not see themselves and their cultures reflected in traditional public school science texts and curricula. At the confluence of often-undifferentiated science curricula and American Indian culture and language, there is a need for a responsiveness that benefits American Indian students. This present study illuminates the research question, “What is revealed about culturally responsive pedagogy for American Indian students in the process of examining the cultural content of an American Indian text alongside traditional U.S. public education science standards?” This study is framed by culturally relevant pedagogy (Ladson-Billings, 1995), culturally responsive pedagogy (Gay, 2002), and tribal critical race theory (Brayboy, 2005), and centralizes the cultural and educational needs of American Indian students whose identities have traditionally been silenced and devalued in the public school setting. Connections between culturally responsive pedagogy and classroom practices that support American Indian students are elucidated in ways that support their consideration by Native and non-Native teachers. It is through a Native text-to-science standards analysis that the morphologies, etymologies, and usage of Native languages are connected to traditional U.S. Western science educational outcomes. The research question herein was addressed in a phenomenological methodological process through which a generalizable model was conceptualized for its applicability beyond the present study. The intent of this model is to help schools with defined belief systems understand how to align their values and culture with federal and state curricular guidelines for science. This study revealed three findings: (a) teachers used their cultural knowledge as the essence of their instruction, (b) teachers acted as language brokers when they considered instructional materials, and (c) teachers expressed ambivalence toward science standards related to their instructional planning, design, and implementation. As the findings of this study reconceptualize the confluence of Native epistemologies and Western science, there are implications for teachers, educational systems, and standards/policy decision makers.
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Keyword:
Culturally Responsive Pedagogy; Curriculum and Instruction; First Science; Indigenous Studies; Language Brokerage; Native Culture and Language; Ojibwemowin; Science and Mathematics Education; Science Education
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URL: https://dc.uwm.edu/etd/2850
https://dc.uwm.edu/cgi/viewcontent.cgi?article=3855&context=etd
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Teaching interrelated concepts of fraction for understanding and teacher's pedagogical content knowledge
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| 63 |
From formulas to functions through geometry: A path to understanding algebraic computations
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| 64 |
Ontario High School Science Word List (OHSWL)
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In: Electronic Thesis and Dissertation Repository (2021)
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| 65 |
Mathematics for Portuguese students with hearing impairment: an exploratory study of mathematical terms/concepts used in inclusive schools
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| 66 |
Students' Definitions of Academic Success
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In: ETD collection for University of Nebraska - Lincoln (2021)
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| 67 |
The Design, Creation, and Cognitive Evaluation of Ranking Tasks in Introductory Astronomy
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In: Theses, Dissertations, and Student Research: Department of Physics and Astronomy (2021)
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| 68 |
The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students?
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| 69 |
Impacto de los juegos serios en la fluidez matemática: Un estudio en Educación Primaria
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 69, 2021 (Ejemplar dedicado a: Participación ciudadana en la esfera digital), pags. 125-135 (2021)
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| 70 |
A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College
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In: Open Access Theses & Dissertations (2021)
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| 71 |
Mathematical modelling in probability at the secondary-tertiary transition, example of biological sciences students at university
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113847 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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| 72 |
The flows and scales of language when doing explanations in (second language) mathematics classrooms
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970546 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Exploring undergraduate engineering students' competencies and attitudes towards mathematical problem-posing in integral calculus
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In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113968 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
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What are the meanings of the word ethnomathematics? ; Quels sont les sens du mot ethnomathématique ?
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In: https://hal.archives-ouvertes.fr/hal-03199508 ; 2020 (2020)
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Bilingual undergraduate mathematics teaching examined through a commognitive lens
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970555 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital
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In: Boise State University Theses and Dissertations (2020)
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Study of and work on mathematics teacher talk in classroom teaching
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In: https://hal.archives-ouvertes.fr/hal-03320110 ; [Research Report] Autonomous University of Barcelona -GIPEAM. 2020 (2020)
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Relating Performance on Written Assessments to Features of Mathematics Discussion
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In: International Journal of Science and Mathematics Education, vol 18, iss 7 (2020)
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Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
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In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020)
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