Native Philosophy as the Basis for Secondary Science Curriculum

Authors

  • Stephany RunningHawk Johnson University of Oregon

DOI:

https://doi.org/10.14288/ce.v9i16.186271

Keywords:

Native Philosophy, Education, STEM, Social Justice, Curriculum

Abstract

The Western approach to teaching science is generally inaccessible to Native American students because it is in opposition to a Native philosophy of thought and worldview.  If we taught science through a curriculum based on Native philosophy, would we be able to make it more accessible and appealing?  What if we focused on concepts such as relatedness, place, indigenous realism, and pluralism?  Might we increase the number of Native American students choosing to take science courses and study a Science, Technology, Engineering, and Mathematics (STEM) field in college?  While it may seem paradoxical to put Western science together with Native philosophy to construct a science curriculum, if we approach the challenge from a Native perspective perhaps it is not.  Along with the concepts of pluralism and relatedness of all things, can indigenous realism be the basis for a science curriculum that is open and accessible to Native students?

Author Biography

Stephany RunningHawk Johnson, University of Oregon

Doctoral Student in Critical and SocioCultural Studies, Department of Education at the University of Oregon

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Published

2018-10-15

Issue

Vol. 9 No. 16 (2018)

Section

(Re)Considering STEM Education

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