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

    Author(s)
    Hauser, V
    Howlett, C
    Matthews, C
    Griffith University Author(s)
    Howlett, Cathy
    Year published
    2009
    Metadata
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    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 ...
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    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.
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    Conference Title
    Australian Journal of Indigenous Education
    Volume
    38
    Issue
    S1
    Subject
    Education systems
    Curriculum and pedagogy theory and development
    Specialist studies in education
    Sociology
    Publication URI
    http://hdl.handle.net/10072/24080
    Collection
    • Conference outputs

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