The place of indigenous knowledge in tertiary science education: A case study of Canadian Practices in indigenising the curriculum

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Hauser, Vivian
Howlett, Catherine
Matthews, Christopher
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Jackie Huggins

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2009
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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 science curriculum, by exploring the practices and experiences of two Canadian programs: Trent University's Indigenous Environmental Studies program, and Cape Breton's Intergrative Science Program

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The Australian Journal of Indigenous Education

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38

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© The Author(s) 2009. The attached file is reproduced here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this monograph please refer to the publisher's website or contact the authors.

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Education systems

Science, technology and engineering curriculum and pedagogy

Specialist studies in education

Aboriginal and Torres Strait Islander education not elsewhere classified

Sociology

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