What is it about?
With mandated curriculum reform to include Indigenous ways of knowing science teachers face multiple challenges in classroom implementation. This paper explores the attitudes and beliefs of a group of science teachers to the curriculum inclusion and explores their vision and hopes for a science praxis inclusive of Indigenous Knowledges. Through the dialogic approach of the project teachers built their understanding of what Indigenous knowledges in science meant for them and identified their own starting positions.
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Why is it important?
This paper adds to the literature around understanding teachers' positions in relation to Indigenous knowledge in curriculum. Teachers' voices are often lacking from academic discussions of different ways of knowing in the classroom.
Perspectives
This is the first research paper from my doctoral work. Further work from the project will be forthcoming. If genuine engagement with different ways of knowing in the classroom are desired, it is necessary to first understand the positions of teachers in relation to the knowledge they wish to teach. This work achieved this through participatory methodology where the teachers' actions and voices were privileged.
Ms Renee Baynes
University of Southern Queensland
Read the Original
This page is a summary of: Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum, The Australian Journal of Indigenous Education, October 2015, Cambridge University Press,
DOI: 10.1017/jie.2015.29.
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