The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum

Dados Bibliográficos

AUTOR(ES) C. Matthews , Catherine Howlett , Vivian Hauser
ANO Não informado
TIPO Artigo
PERIÓDICO The Australian Journal of Indigenous Education
ISSN 1326-0111
E-ISSN 2049-7784
EDITORA Cambridge University Press
DOI 10.1375/s132601110000082x
CITAÇÕES 5
ADICIONADO EM 2025-08-18
MD5 0cdb3d48b565f0dbd0cdcbc221424759

Resumo

In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been implemented that imbed Indigenous knowledge into the curriculum. This paper details key findings from research that sought to learn from Canadian practices in Indigenising tertiary science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton University's Integrative Science program.

Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum
The Cultural Interface

Ferramentas

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