Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-02T20:11:14.521Z Has data issue: false hasContentIssue false
  • English
  • Français

Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

Published online by Cambridge University Press:  21 October 2015

Renee Baynes
Renee Baynes*
Affiliation:
College for Indigenous Studies, Education and Research, University of Southern Queensland, Toowoomba, 4350 Queensland, Australia
*
address for correspondence: Renee Baynes, College for Indigenous Studies, Education and Research, University of Southern Queensland, Toowoomba, 4350 Queensland, Australia. Email: [email protected]
Get access

Abstract

With the introduction of the Australian National Curriculum containing the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority (CCP) and Intercultural Understanding General Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

Keywords

national curriculumcurriculum implementationteacher attitudesAboriginal knowledgescience educationsocial justice
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 45 , Issue 1 , August 2016 , pp. 80 - 90
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aikenhead, G.S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.CrossRefGoogle Scholar
Aikenhead, G.S. (1998). Many students cross cultural borders to learn science: Implications for teaching. Australian Science Teachers’ Journal, 44 (4), 9–12.Google Scholar
Aikenhead, G.S. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31, 337–355.CrossRefGoogle Scholar
Aikenhead, G.S., & Huntley, B. (1999). Teachers’ views on Aboriginal students learning western and Aboriginal science. Canadian Journal for Native Education, 23, 159–175.Google Scholar
Aikenhead, G.S., & Jegede, O.J. (1999). Cross-cultural ccience education: A Cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36 (3), 269–287.3.0.CO;2-T>CrossRefGoogle Scholar
Aikenhead, G.S., & Michell, H. (2011). Bridging cultures Indigenous and scientific ways of knowing nature. Toronto, Ontario: Pearson.Google Scholar
Austin, J. (2011). Decentering the WWW (White Western Ways): Enacting a pedagogy of multilogicality. In Brock, R., Malott, C.S. & Villaverde, L.E. (Eds.), Teaching Joe Kincheloe (pp. 167–184). New York: Peter Lang.Google Scholar
Australian Curriculum Assessment and Reporting Authority. (2011a). Aboriginal and Torres strait islander histories and cultures. Retrieved October, 13, 2011, from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.Google Scholar
Australian Curriculum Assessment and Reporting Authority. (2011b). The Australian curriculum. Retrieved October, 13, 2011, from http://www.australiancurriculum.edu.au/Home.Google Scholar
Australian Curriculum Assessment and Reporting Authority. (2011c). Science cross-curriculum priorities. Retrieved October, 13, 2011, from http://www.australiancurriculum.edu.au/Science/Cross-Curriculum-Priorities-Aboriginal-and-Torres-Strait-Islander-histories-and-cultures.Google Scholar
Australian Curriculum Assessment and Reporting Authority. (2012). Australian curriculum implementation survey (2012, August). Retrieved January, 23, 2015, from http://www.acara.edu.au/verve/_resources/Summary_of_implementation_plans_-_updated_August_2012.pdf.Google Scholar
Australian Curriculum Assessment and Reporting Authority. (2014). Australian Curriculum F-10 overview. Retrieved August, 26, 2014, from http://www.australiancurriculum.edu.au/Curriculum/Overview.Google Scholar
Baynes, R., & Austin, J. (2012). Indigenous knowledge in the Australian national curriculum for science: From conjecture to classroom practice. Paper presented at the International Indigenous Development Research Conference, Auckland, N.Z.Google Scholar
Burridge, N., Chodkiewicz, A., & Whalan, F. (2012). A study of action learning and Aboriginal cultural education. In Burridge, N., Whalan, F. & Vaughn, K. (Eds.), Indigenous education: A learning journey for teachers, schools and communities (pp. 33–46). Rotterdam: Sense.CrossRefGoogle Scholar
Burridge, N., & Evans, C. (2012). Carmine School. In Burridge, N., Whalan, F. & Vaughn, K. (Eds.), Indigenous education: A learning journey for teachers, schools and communities (pp. 77–86). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
Burridge, N., Whalan, F., & Vaughn, K. (Eds.) (2012). Indigenous education: A learning journey for teachers, schools and communites. Rotterdam: Sense Publishers.Google Scholar
Chigeza, P. (2007). Indigenous students in school science. Teaching Science, 53 (2), 10–15.Google Scholar
Chinn, P.W.U. (2007). Decolonizing methodologies and Indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44 (9), 1247–1268. doi: 10.1002/tea.20192.Google Scholar
Denzin, N.K., & Lincoln, Y.S. (2011). Introduction: The discipline and practice of qualitative research. In Denzin, N.K. & Lincoln, Y.S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 1–19). Los Angeles: SAGE Publications.Google Scholar
Department of Education and the Arts. (2006). Embedding Aboriginal and Torres Strait Islander perspectives in schools. Brisbane: Queensland Government Retrieved October 13, 2011, from http://education.qld.gov.au/schools/indigenous/docs/indig-persp.pdf.Google Scholar
Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.Google Scholar
Freire, P. (1970). Notes on humanisation and its educational implications. Retrieved July, 19, 2012, from http://acervo.paulofreire.org/xmlui/bitstream/handle/7891/1540/FPF_OPF_09_009.pdf.Google Scholar
Freire, P. (2008). Pedagogy of hope. London: Continuum.Google Scholar
Freire, P. (2009). Pedagogy of the oppressed. New York: Continuum.Google Scholar
Gardner, C., & Williamson, J. (2006). Having a life outside teaching: The nature and amount of teachers’ out-of-hours work. Paper presented at the Australian Teacher Education Association Conference, Fremantle, Australia.Google Scholar
Giroux, H. (2000). Public pedagogy as cultural politics: Stuart Hall and the ‘crisis’ of culture. Cultural Studies, 14 (2), 341–360.CrossRefGoogle Scholar
Griffiths, M. (2009). Action research for/as/mindful of social justice. In Noffke, S.E. & Somekh, B. (Eds.), The SAGE handbook of educational action research (pp. 85–98). Los Angeles: SAGE.CrossRefGoogle Scholar
Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52 (1), 65–76.CrossRefGoogle Scholar
Kanu, Y. (2005). Teachers’ perceptions of the integration of Aboriginal culture into the high school curriculum. The Alberta Journal of Educational Research, 51 (1), 50–68.Google Scholar
Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum. Toronto: University of Toronto Press.Google Scholar
Kincheloe, J.L. (2008). Critical pedagogy. New York: Peter Lang.Google Scholar
Kincheloe, J.L., & Steinberg, S.R. (2008). Indigenous Knowledges in education complexities, dangers, and profound benefits. In Denzin, N.K., Lincoln, Y.S. & Smith, L.T. (Eds.), Handbook of critical and Indigenous methodologies (pp. 135–156). Los Angeles: SAGE Publications.CrossRefGoogle Scholar
Lewis, B.F., & Aikenhead, G.S. (2001). Introduction: Shifting perspectives from universalism to cross-culturalism. Science Education, 85 (1), 3–5.Google Scholar
Lowe, B., & Appleton, K. (2014). Surviving the implementation of a new science curriculum. Research in Science Education, 1–26 doi: 10.1007/s11165-014-9445-7.Google Scholar
Maurial, M. (1999). Indigenous knowledge and schooling: A continuum between conflict and dialogue. In Semali, L.M. & Kincheloe, J.L. (Eds.), What is Indigenous Knowledge?: Voices from the academy (pp. 59–77). New York: Falmer Press.Google Scholar
McIntyre, A. (2008). Participatory action research. Los Angeles: SAGE Publications.Google Scholar
Michie, M. (2002). Why Indigenous science should be included in the school science curriculum. Australian Science Teachers Journal, 48 (2), 36–40.Google Scholar
Mwadime, R.K.N. (1999). Indigenous knowledge systems for an alternative culture in science: The role of nutritionists in Africa. In Semali, L.M. & Kincheloe, J.L. (Eds.), What is Indigenous Knowledge? Voices from the academy (pp. 243–268). New York: Falmer Press.Google Scholar
Nakata, M. (2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, 28 (5–6), 281–291.CrossRefGoogle Scholar
Nakata, M. (2008). Discipling the savages savaging the disciplines. Canberra, ACT: Aboriginal Studies Press.Google Scholar
Nakata, M. (2010). The cultural interface of Islander and scientific knowledge. The Australian Journal of Indigenous Education, 39, 53–57.Google Scholar
Nakata, M. (2011). Pathways for Indigenous education in the Australian curriculum framework. The Australian Journal of Indigenous Education, 40, 1–8. doi: 10.1375/ajie.40.1.CrossRefGoogle Scholar
Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79 (5), 583–593.CrossRefGoogle Scholar
Quince, S. (2012). Coral secondary school. In Burridge, N., Whalan, F. & Vaughn, K. (Eds.), Indigenous education: A learning journey for teachers, schools and communities (pp. 49–62). Rotterdam: Sense Publishers.Google Scholar
Roth, W.M. (Ed.) (2009). Science education from people for people: Taking a stand(point). New York: Routledge.CrossRefGoogle Scholar
Sefa Dei, G.J. (2000). Rethinking the role of Indigenous knowledges in the academy. International Journal of Inclusive Education, 4 (2), 111–132.Google Scholar
Sefa Dei, G.J. (2008). Indigenous knowledge studies and the next generation: Pedagogical possibilities for anti-colonial education. The Australian Journal of Indigenous Education, 37 (Suppl.), 5–13.Google Scholar
Sefa Dei, G.J. (2011). Introduction. In Sefa Dei, G.J. (Ed.), Indigenous philosophies and critical education (pp. 1–13). New York: Peter Lang.Google Scholar
Semali, L.M., & Kincheloe, J.L. (1999). Introduction: What is Indigenous knowledge and why should we study it? In Semali, L.M. & Kincheloe, J.L. (Eds.), What is Indigenous Knowledge? Voices from the academy (pp. 3–57). New York: Falmer Press.Google Scholar
Smith, L.T. (1999). Decolonizing methodologies research and Indigenous peoples. Dunedin: University of OtagoPress.Google Scholar
Timms, C., Graham, D., & Cotrell, D. (2007). ‘I just want to teach’ Queensland independent school teachers and their workload. Journal of Educational Administration, 45 (5), 569–586.Google Scholar
Yunkaporta, T.K., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural interface. The Australian Educational Researcher, 36 (2), 55–72.Google Scholar