This article explores First Nations (Native American) science education from a cultural perspective Science is recognized as a subculture of Western culture Scientific and Aboriginal ideas about nature are contrasted Learning science is viewed as culture acquisition that requires First Nations students to cross a cultural border from their everyday world into the subculture of science The pathway toward the cross-cultural education explored in the ar- ticle is: (1) founded on empirical studies in educational anthropology; (2) directed by the goals of First Nations people themselves; (3) illuminated by a reconceptualization of science teach- ing as cultural transmission; (4) guided by a cross-cultural STS science and technology cur- riculum; and (5) grounded in various types of content knowledge (common sense, technology, and science) for the purpose of practical action such as economic development, environmental responsibility, and cultural survival Cross-cultural instruction requires teachers to identify cultural border crossings for students and to facilitate those border crossings by playing the role of tour guide, travel agent, or culture broker, while sustaining the validity of students' own culturally constructed ways of knowing © 1997 John Wiley & Sons, Inc Sci Ed 81:217 - 238, 1997

Toward a First Nations Cross-Cultural Science and Technology Curriculum.

In reflecting upon two qualitative research projects incorporating an Indigenous methodology, this article focuses on the use of the conversational method as a means for gathering knowledge through story. The article first provides a theoretical discussion which illustrates that for the conversational method to be identified as an Indigenous research method it must flow from an Indigenous paradigm. The article then moves to an exploration of the conversational method in action and offers reflections on the significance of researcher-in-relation and the inter- relationship between this method, ethics and care.

https://www.erudit.org/en/journals/fpcfr/2010-v5-n1-fpcfr05263/1069060ar.pdf

Conversation Method in Indigenous Research

The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. First, I present a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms. Then I describe a practical research and development project, “Rekindling Traditions: Cross-Cultural Science & Technology Units,” that modestly illustrates cross-cultural science teaching for years 6–11, in which Western and Aboriginal sciences are integrated. This integration is discussed in terms of the “Rekindling Traditions” units, including the assessment of students.

Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching

The current development towards ‘science for all’ in all parts of the globe necessitates that consideration be given to how pupils move between their everyday life‐world and the world of school science, how pupils deal with cognitive conflicts between those two worlds, and what this means for effective teaching of science. This paper reviews a new cognitive explanation‐‐collateral learning theory‐‐for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. The assistance that most pupils receive when they attempt to negotiate these cultural borders will influence their success at science. A new pedagogy is proposed in which teachers assume a role of culture broker in the classroom to achieve culturally sensitive curriculum and assessment.

Transcending Cultural Borders: Implications for Science Teaching

/pdf/cultural-aspects-of-learning-science-106l9brrb1.pdf

Cultural Aspects of Learning Science

Introduction Journals Systematically Searched General British Columbia The Prairies Central Canada Atlantic Canada Northern Canada Subject Index Name Index

History of Canadian Childhood and Youth: A Bibliography

Aboriginal interraciality has had a distinctive history in British Columbia. The descendants of fur trade and gold rush unions between newcomer men and Aboriginal women have experienced much the same prejudice and discrimination as have members of other groups whose skin tones similarly differ from those of the dominant society. Interracial British Columbians have not, however, been recognized in law as have other groups defined by physical appearance. Unlike their counterparts east of the Rocky Mountains, families originating in fur trade unions did not become legally constituted as Metis. And, unlike Indians across Canada, interracial British Columbians were not reduced through federal statutes to a dependency status. Nor were they deprived of the rights of citizenship, as were members of the principal monoracial minorities in British Columbia. Aboriginal interraciality has, rather, occupied an in between, or liminal, space at the edge of law’s empire in which descendants have enjoyed the forms but not the substance of citizenship. Because Aboriginal interraciality has had no legal status, descendants in British Columbia have had no access to expanding rights for Metis people or to justice to call attention to, or remedy, past wrongs.

At the Edge of Law’s Empire: Aboriginal Interraciality, Citizenship, and the Law in British Columbia

/pdf/winifred-mitchell-and-geoffrey-sherington-growing-up-in-4c4heyk53r.pdf

Winifred Mitchell and Geoffrey Sherington. Growing Up in theIl-Iawarra: A Social History 1834-1984. Wollongong: Universityof Wollongong, 1984.

Authors and Audience: Popular Canadian Fiction in the Early Twentieth Century (review)

Why the Tsimshian of Port Simpson, particularly the women, allowed their pictures to be taken for the photographs ultimately used on the cover of Bolt's Thomas Crosby and the Tsimshian might be considered within this author's call for further research. Or, given that the publisher's cover design foregrounds Crosby and sidelines to the shadows the Native woman, and that Bolt's text omits reference to many scholars of the Northwest Coast, there is, I believe, fodder for the writing of a much longer review, if not a short book. JACQUELINE GRESKO Douglas College

Jean Barman

Papers

History of Canadian Childhood and Youth: A Bibliography

At the Edge of Law’s Empire: Aboriginal Interraciality, Citizenship, and the Law in British Columbia

Winifred Mitchell and Geoffrey Sherington. Growing Up in theIl-Iawarra: A Social History 1834-1984. Wollongong: Universityof Wollongong, 1984.

Authors and Audience: Popular Canadian Fiction in the Early Twentieth Century (review)

The Fraser Valley: A History by John A. Cherrington, and: The Albernis: 1860–1922 by Jan Peterson (review)