Silence is not an option

Pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science

Bibliographic Data

ID21589302
AuthorsKathryn Paige (0000-0001-9238-0765, Education Futures, University of South Australia, Adelaide, Australia, corresponding author), Lisa O’Keeffe (0000-0002-3728-2182, Education Futures, University of South Australia, Adelaide, Australia), Sam Osborne (0000-0002-0158-0292, Education Futures, University of South Australia, Adelaide, Australia)
Year2024
Volume46
Issue1
Pages28-45
Publication date2024-01-02
Open AccessYes
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2023.2217986
OpenAlexW4384408117
LanguageEN
Citations received1
References cited17

Teachers, pre-service teachers and teacher educators in Australia are predominately European Australian with a small minority of First Nations people. Those with limited first-hand understanding of First Nations ways of knowing can find it difficult to embed these knowledges across learning areas. This is particularly complex for pre-service teachers. We argue that all teacher educators have a responsibility to engage First Nations ways of knowing across learning areas as an ethical and professional commitment to preparing pre-service teachers for negotiating the complexities of Australian histories and living cultures. This paper reports on interventions implemented with final year primary/middle pre-service teachers with an expertise in science and mathematics. Firstly, we discuss pre-service teachers’ confidence (self) ratings in integrating their understanding of Aboriginal and Torres Strait Islander histories and cultures across the curriculum. Secondly, we present an in-depth exploration of two pre-service teachers’ transdisciplinary units of work which embed Aboriginal and Torres Strait Islander knowledges and practices. This study challenges all science and mathematics teacher educators to consider ways a transdisciplinary, culturally responsive approach prepares students to transition into confident and competent early career teachers

Curriculum · Ethnic group · Mathematics education · Negotiation · Pacific islanders · Pedagogy · Professional development · Professional learning community · Science education · Silence · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Indigenous and Place-Based Education · Psychology · Science Education and Pedagogy

Tools

Open DOIOpen Access