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

Published online by Cambridge University Press:  22 July 2015

Vivian Hauser ,
Catherine Howlett  and
Chris Matthews
Vivian Hauser
Affiliation:
Griffith School of Environment, Nathan Campus, Griffith University, Nathan, Queensland, 4111, Australia
Catherine Howlett
Affiliation:
Griffith School of Environment, Nathan Campus, Griffith University, Nathan, Queensland, 4111, Australia
Chris Matthews
Affiliation:
Griffith School of Environment, Nathan Campus, Griffith University, Nathan, Queensland, 4111, Australia
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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 University's Integrative Science program.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 38 , Issue S1: Indigenous Knowledges within the Education Revolution , 2009 , pp. 46 - 58
Copyright
Copyright © Cambridge University Press 2009

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