Learning Indigenous Science from Place Dr Herman Michell

Learning Indigenous Science from Place Dr. Herman Michell – Principal Investigator First Nations University of Canada Yvonne Vizina – Co-Investigator University of Saskatchewan

It has become possible for Indigenous people to refuse to speak about ourselves in ways foreign to us, to explain ourselves in terms not appropriate to us, to judge ourselves by criteria we did not institute, or to accept that our traditional knowledge is not knowledge at all. We can hold firm our own Indigenous ways of knowing and, in so doing, protect and preserve those ways. (Dr. Eva Marie Garroutte, 1999).

Learning Indigenous Science from Place: • An action research study examining Indigenous-based Science Perspectives in Saskatchewan First Nations and Métis Community Contexts • The Project Team: FN & Métis communities, Fn. Univ, Uof. S, FSIN, STC, MLTC, GDI, Min. of Educ. , Public/Catholic schools, Teachers & Elders;

Research Questions • What is a First Nations perspective of learning Indigenous Science from Place? • What is a Métis perspective of learning Indigenous Science from Place? • How can learning from place help create a foundation for a science curriculum that is contextualized to place and to the people of that place? • How can these perspectives inform teachers of processes and content needed in science curriculum? • What supports are needed for educators to engage in Indigenous science?

Cultural-based Approaches to Science Education • The idea of cultural-based approaches to science education is a new development in a long history of Indigenous education and reflects an evolution of thought related to selfdetermination, community-based education and the preservation of cultural identity. (Cajete, 1999)

Importance of Science in Aboriginal Communities Increased Control of Land & Resources Increased Control of Health Programs Increased Need for Science Professionals Community Infrastructure Development Global Bio-diversity & Sustainable Issues

Low Numbers of Aboriginal individuals in Science Careers Despite a rich backdrop of cultural traditions, languages, values, practices and holistic ways of connecting with natural reality that could serve as a foundation for scientific learning and achievement. . . Aboriginal Peoples are chronically under-represented in virtually all fields of science. Aboriginal individuals are systematically locked out of high paying jobs in science related fields. Why? …. . . What’s the Problem?

The Problems are Complex …. • Systemic Factors - Social/Political/Economic • Linked to Colonized / Marginalized Status in Canada • Assimilation through Education • Euro-centric Schooling Practices & Policies • 100 Years of Residential Schooling • Loss of Culture, languages, values, practices • Loss of Indigenous Knowledge Systems

Reviews of First Nations & Métis Education • 1988 - NIB Review • 1987 - Barmen, Hebert, Mc. Caskill Review • 1992 - Canadian Education Association • 1995 - Battiste Review • 1996 - Royal Commission Report • 2005 – Canadian Council on Learning

Some Key Problems. . . • Provincial Science Curriculum: Inclusive Issues • Chronic Under-funding in Schools • Inadequate Facilities, Equipment & Materials • Shortage of Indigenous Science scholars • Lack of Indigenous Science teachers • Indigenous Science in Teacher Education • Appropriate Cultural & Linguistic Content • Elder & Parental Involvement • Teacher Turnover & Consistency

Some Key Problems. . . • High Drop-out rates in High School • Poor Attendance - High Absenteeism • Poor Academic Achievement Levels • Lack of Preparedness for Post-secondary level • Alcohol & Drug Abuse Problems • Overcrowded Housing Conditions • High Suicide Rate among Youth • Single Parent Families with limited Supports

Creating a Pathway. . . • The problems are systemic and will require systemic solutions. . . • Science Education must be re-defined based on First Nations & Métis community foundations; • Context Specific & the Idea of “Place” • Community-based Articulation of Indigenous ontology, epistemology, methodology, and pedagogy; • Community Involvement in the Planning, Development, Implementation, Evaluation of Indigenous science curriculum;

Re-defining Science • The Myth of Science as “non-cultural” • Towards Science as Cultural & Political • Indigenous Science needs no validation from Western Science • Honoring & Creating Space for Indigenous Knowledge Systems to Flourish • Towards an Inter-connected Consciousness • Nourishing, Life-giving & Sustainable

Stereotypes of Indigenous Knowledge • Primitive Folklore • Static View - Something of the “Past” • Irrational & Irrelevant • Religious Assimilation & Fear Mongering • Evil, Demonic, Witchcraft, Voodoo • Worshipping “Other gods”

What is Science? • Science is a tool. It is used in coming to know the natural world. • Science is also a cultural extension of particular human groups. • There are Diverse cultures with Diverse tools. Multi-science perspectives. • Indigenous people have their own set of tools in coming to know natural world.

Indigenous Diversity & Complexity • A Shared Worldview of Interconnectedness • Diverse Knowledge Systems • Diverse Values • Diverse Languages • Diverse Environments • Diverse Practices & Technologies

Clash of Worldviews Indigenous Worldviews are fundamentally different than the Euro-Western worldview promoted through contemporary science education. Western science is a “sub-culture” Western science & worldview dominates all spheres of society…. & curriculum. “Clash of Worldviews” First Nations vs. Western Science Métis knowledge dismissed by ‘experts’

We live in a world of many cultures, all of which have different standards. It is not necessary to devalue the standards of Western society, except insofar as they claim to be the only worthwhile standards. (Hampton, 1995)

Euro-Western Science • Science is a subset of Euro-Western Culture. • People are separate from the World Around them. • What counts as Science - Is what can be Measured. • Focus on Physical World - Absence of the Sacred • Scientific Method - Compartmentalized Knowledge • Fragmented Worldview - Linear - Hierarchical • Mechanistic - Reductionist - Rational - Impersonal Mathematical idealized - De-Contextualized Exploitative - Materialistic - Ideological - Elitist.

Indigenous Science • Abundant examples exist of scientific thought in First Nations & Métis communities…. • Indigenous people used scientific processes of investigating, discovering, experimenting, observing, defining, comparing, relating, inferring, classifying, and communicating in order to develop technology that enabled them to survive within particular environments (Ovando, 1994).

Indigenous Science Examples that Resonate with…. . • • • Medical Practices Nutrition Ecology Agriculture Biology Chemistry Geology Physics Mathematics Astronomy Architecture Conservation

Indigenous Science. . . • Physical & Spiritual Are Not Separate • Holistic - Communal - Contextual • Inclusive - Cooperative - Peaceful • Focus on Natural Laws & Land • Respect & Reverence for all Life • Reciprocity & Interdependence • Balance & Wholeness - Inner & Outer Harmony • Sustainable

Indigenous Science Approaches • Indigenous Local Concepts & Examples • Experiential & Hands-On Activities • • – Multi-sensory - Multiple Anchors of Retention Indigenous Elders Indigenous Methodologies Indigenous Languages Learning Styles & Teaching Styles Role Models & Mentors Textbook & Visual Classroom Materials Trans-disciplinary Curriculum Indigenous-based Assignments

Indigenous Methodologies • • • Experiential - “On the Land” Traditional Technologies Indigenous Contributions Storytelling & Sharing Circles Supervised & Unsupervised Participation Intergenerational Teaching Apprenticeship Observation & Natural Inquiry Dreaming & Imagination Ritual & Ceremony

Traditional Knowledge Protocols • There are Protocols around Traditional Knowledge; • It is crucial to consult with Elders what parts of traditional knowledge should be addressed and how such issues should be taught in public. • Cultural expressions that include drumming, ceremony, sacred songs, dances, prayers, dreams and creation stories teach people about relationships with Natural Reality. • However, Caution must be taken: There are cultural expressions that belong to certain clans, societies, and knowledge keepers and can only be shared by certain people under certain conditions & protocols; • Ensure students are fully prepared and understand the significance of specific practices that relate to what you are trying to teach them. • In some cases, individuals will share freely expecting you will know the ethics around knowledge use.

More Research is Needed. . . • The main weakness of current research around cultural-based approaches to science education is the lack of quantitative data about how, why, and in what contexts cultural-based approaches are more effective than Western approaches (Cajete, 1999).

Province Wide Articulation… • It is time to articulate Indigenous Science Education from the foundation of First communities; • Community-based research; • Locally-developed Options; • The Answers Lie “Within”.

Sharing the Burden. . . • Community-driven - Direct Benefits • Long-term Funding Mechanisms • Partnerships with Industry • Partnerships with Universities • Partnerships with Schools • Partnerships with Governments

THANK YOU. . .