Johnson, Stephany RunningHawk, University of Oregon, United States
-
Critical Education Vol. 9 No. 16 (2018) - (Re)Considering STEM Education
Native Philosophy as the Basis for Secondary Science Curriculum
Abstract PDF
ISSN 1920-4175 Critical Education
Critical Education is a peer-reviewed, open-access, international and multidisciplinary journal published by the Institute for Critical Education Studies (ICES). Contributions critically examine contemporary education contexts, practices, and theories. Critical Education publishes theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, higher education, and informal education. ICES, Critical Education, and its companion publication Workplace: A Journal for Academic Labor, defend the freedom, without restriction or censorship, to disseminate and publish reports of research, teaching, and service, and to express critical opinions about institutions or systems and their management. Co-Directors of ICES, co-Hosts of ICES and Workplace blogs, and co-Editors of these journals resist all efforts to limit the exercise of academic freedom and intellectual freedom, recognizing the right of criticism by authors or contributors.
This work is licensed under a Creative Commons Attribution 4.0 International License.
