The Cognitive Relevance of Indigenous and Rural: Why Is It Critical to Survival?

Autor/inn/en	Kassam, Karim-Aly S.; Avery, Leanne M.; Ruelle, Morgan L.
Titel	The Cognitive Relevance of Indigenous and Rural: Why Is It Critical to Survival?
Quelle	In: Cultural Studies of Science Education, 12 (2017) 1, S.97-118 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9745-5
Schlagwörter	Case Studies; Indigenous Knowledge; Critical Theory; Teaching Methods; STEM Education; Place Based Education; American Indians; Experiential Learning; American Indian Education; Educational Practices; Educational Change; Educational Policy; Cultural Pluralism; Science Education; Engineering Education; New York + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; American Indian; Indianer; Experiental learning; Erfahrungsorientiertes Lernen; Bildungspraxis; Bildungsreform; Politics of education; Bildungspolitik; Kulturpluralismus; Naturwissenschaftliche Bildung; Ingenieurausbildung
Abstract	Using two case studies of children's knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children's knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01