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Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Published online by Cambridge University Press:  04 July 2017

Joël Rioux ,
Bronwyn Ewing  and
Tom J. Cooper
Joël Rioux*
Affiliation:
Division of Higher Education & Research, Batchelor Institute of Indigenous Tertiary Education, Darwin 0820, Northern Territory, Australia
Bronwyn Ewing
Affiliation:
School of Teacher Education and Leadership, Queensland University of Technology, Brisbane 4059Australia
Tom J. Cooper
Affiliation:
School of Teacher Education and Leadership, Queensland University of Technology, Brisbane 4059Australia
*
address for correspondence: Joël Rioux, Teacher Education Lecturer, Division of Higher Education & Research, Batchelor Institute of Indigenous Tertiary Education, Darwin 0820, Northern Territory, Australia. Email: [email protected]
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Abstract

This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.

Keywords

Aboriginal learnersAboriginal perspectivesbiologyteachingcontextualised teaching and learning
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 47 , Issue 2 , December 2018 , pp. 158 - 170
Copyright
Copyright © The Author(s) 2017 

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