Lalanga ha kaha’u monu’ia – Helping science educators to embed Indigenous knowledge, values and cultures in their courses for Māori and Pacific science student success
Bibliographic Data
| ID | 20251258 |
|---|---|
| Authors | Sonia Fonua, Sonia M Fonua (0000-0001-6626-6715, corresponding author) |
| Year | 2020 |
| Volume | 9 |
| Issue | 1 |
| Publication date | 2020-06-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | MAI Journal A New Zealand Journal of Indigenous Scholarship (JOURNAL) |
| Journal identifiers | ISSN: 2230-6862 • E-ISSN: 2703-5492 |
| Publisher | Nga Pae o te Maramatanga (PUBLISHER • NZ) |
| DOI | 10.20507/maijournal.2020.9.1.6 |
| OpenAlex | W3034438313 |
| Language | EN |
| Citations received | 7 |
Māori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008)
Biology · Ethnic group · Indigenous · Indigenous culture · Mathematics education · Pacific islanders · Sociology · Traditional knowledge · Anthropology · Indigenous and Place-Based Education · Psychology · Service-Learning and Community Engagement · Ecology
| Citations per year | 1.4 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |