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

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Title The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
Author Hauser, Vivian Jane; Howlett, Catherine; Matthews, Christopher John
Publication Title The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
Editor Dr Maggie Walter and Ms Clair Andersen)
Year Published 2008
Abstract 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.
Peer Reviewed No
Published Yes
Conference name Indigenous Studies & Indigenous Knowledge Conference
Location Hobart
Date From 2008-07-02
Date To 2008-07-04
URI http://hdl.handle.net/10072/24080
Date Accessioned 2009-03-18
Date Available 2009-05-27T08:42:39Z
Language en_AU
Research Centre Urban Research Program; Centre for Governance and Public Policy; Atmospheric Environment Research Centre
Faculty Faculty of Science, Environment, Engineering and Technology
Subject Curriculum and Pedagogy Theory and Development
Publication Type Conference Publications (Full Written Paper - Non-Refereed)
Publication Type Code e2

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