Indigenous peoples were forced to adopt the non-Indigenous culture through structures of domination that provided the system for downgrading Indigenous peoples and their traditional practices. The history of Indigenous people’s identity, culture, heritage and teachings, has been misconstrued and misrepresented over generations, creating the idealized image of Indigenous peoples as savages that need to be “civilized”. This originated from colonization affecting Indigenous peoples’ values on land and traditional practices. The Western perspective has been implemented in science-based approaches to aiding the environment. Due to mainstream society, education systems are science-based, while lacking the traditional knowledge of environmental management that Indigenous peoples practice. Based on historical issues in disregarding Indigenous practices, it is essential to question whether education systems are implementing sufficient Indigenous studies by introducing the Indigenous perspective on land, human connection to Mother Earth, and the traditional knowledge of managing the environment.
The traditional approaches influenced by Indigenous peoples are acknowledged, however, these practices are not appropriately embedded in education systems, specifically in the Western science curriculum. For instance, Snively and Corsiglia (2000) propose that Western society recognizes Indigenous studies in areas such as: art, music, literature, drama and political and economic systems. However, these practices are not of value in Western science. Introducing students to traditional practices is necessary if students are to learn to appreciate Indigenous teachings and perspectives on land. Snively & Corsiglia (2000) clarify that students bring fo...
... middle of paper ...
...s ensure respect for the community’s Aboriginal knowledge and begins to nurture students’ coming to knowing. (p. 343)
It is evident that education systems are lacking traditional knowledge causing the Western worldview of science-based knowledge to expand. The expansion of Western notions in managing the environment has pushed aside traditional knowledge as students have difficultly understanding the connection between humans and nature. Rist (2006) acknowledges that disregarding traditional knowledge as part of a science-based approach to the environment is causing disappearance in traditional knowledge.
In respects to traditionally managing the environment, educators can begin by introducing the traditional ecological knowledge (TEK) to students which can aid the environment and help create a balance between science-based approaches and traditional approaches.
Educational systems are one of the primary foundations in the development of early childhood teachings and beliefs. “It has been argued that there is an essential relationship between students' culture and the way in which they acquire knowledge, manage and articulate information, and synthesize ideas.”(Barnhardt, 1999; Bell 2004; Kanu, 2005). Lessons taught to young school children are first fundamental steps in shaping their future ideas, opinions, thoughts and behaviors and how that influences how they view the world and those around them. One of the simplest ways to properly educate Canadians about the lives, history and accomplishments of Aboriginal people is through introducing Aboriginal history beginning in early childhood education. Children are the future; if they are given the proper education and tools to correctly inform future generations they hold the power to correct the impact that decades of stigmatization, marginalization, inequality, colonialism, and denial of responsibility has had on Aboriginal life and spirituality. In order to properly educate these children, educators too must be informed. Previously in Canada, Indigenous education was not discouraged but was also not a required mandate in the curriculum. Pa...
Breidlid, Anders. "Culture, Indigenous Knowledge Systems And Sustainable Development: A Critical View Of Education In An African Context." International Journal Of Educational Development 29.2 (2009): 140-148. Academic Search Premier. Web. 2 May 2014.”
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
It was investigated that students enjoyed lessons that had eleven different pedagogies. The pedagogical approaches used was relationship building, facilitation of effective hands on activity work, participation in classroom discourse and connecting the science activities to the student’s experiences. Teachers reported that more Aboriginal and Torres Strait Islander students attended class when they had SciTech activities. However, Indigenous students performed poorly on the NAPLAN test in literacy and numeracy. Poor education in Aboriginal and Torres Strait Islanders lead to a decreased employment opportunity that cause poor health, lower life expectancy and a likelihood of problems with the law. The increase in Indigenous students participating in science hands on studies gives the impression that they are more successful in hands on crafting. This is an incentive for indigenous student to attend school and learn. While attending school they also learn literacy and numeracy skills. The purpose of the study was to engage Aboriginal and Torres Strait Islanders in school and how pedagogical approaches aided in this (Hackling et al,
Additionally, this paper identified my prior knowledge and experiences about the topics. This critical reflection includes a demonstration of my new understandings, teaching philosophy, and learning strategies towards achieving the professional standards of 1.4 and 2.4, as well as the cross-cultural priorities of the Australian curriculum. Finally, this paper discusses the insight on classroom activities to support Indigenous Australian students and Indigenous studies in my future pedagogy.
This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First
Pages one to sixty- nine in Indian From The Inside: Native American Philosophy and Cultural Renewal by Dennis McPherson and J. Douglas Rabb, provides the beginning of an in-depth analysis of Native American cultural philosophy. It also states the ways in which western perspective has played a role in our understanding of Native American culture and similarities between Western culture and Native American culture. The section of reading can be divided into three lenses. The first section focus is on the theoretical understanding of self in respect to the space around us. The second section provides a historical background into the relationship between Native Americans and British colonial power. The last section focus is on the affiliation of otherworldliness that exist between
These Indigenous people realized that the only way to heal the poverty, dysfunction, addiction, and violence that has plagued them since the ‘assimilation’ efforts was to turn back to their traditional spiritual practices and teach them to the young people (Robbins). Often, the return to Native traditions has meant taking on environmental concerns, opposing development activities, and becoming politically active to protect the nature that is so closely tied to indigenous spiritual practices. This is what makes indigenous spirituality different and hard to define and protect, it is closely tied to the land and environment, which is very different from religion (Fisher). The United Nations defines the situation perfectly in “The State of the World’s Indigenous People: Chapter 2”: “…spirituality defines the relationships of indigenous peoples with their environment as custodians of the land; it helps construct social relationships, gives meaning, purpose and hope to life.” (Kipuri,
The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.
As the subjugation of the American Indian population began, the driving need to collect information emerged as did the quandaries that people who study this field struggle with today. To understand why problems transpire in this field of study, it is imperative that scholars know why should this field be studied. This reason is as simple or as complex as anyone wishes to make it. The program is to “present information and interpretations that otherwise would be overlooked.” The challenge that emerges from this rather simplistic meaning spans time and the globe in its debates and encompasses scholars of Native American and non- Indian ancestry. The purpose of this paper is not to tell about the history of why Native American Studies ought to be taught but to describe problems and solutions that it faces in its execution in the discipline both in the academic and in fieldwork.
Children come to the classroom rich in the culture of their community and family; from which their learning style is primed (Aguirre et al, 2012; Morgan, 2009). For example (Saracho & Spodek, 1984) stated that Native Americans are “field dependent learners”. This in an indication that Native American students prefer to work together, are...
For many years Native American people have been discriminated against in the United States as well as in the Public School system. Beginning with the common-school movement of the 1830s and 1840s, which attempted to stop the flow toward a more diverse society, the school systems have continued to be geared exclusively toward WASPS (White Anglo-Saxon Protestants). Native Americans have been forced to abandon their culture and conform to our “American” ways (Rothenberg, 1998, pp. 258-259.)
This change can be subtle or drastic, but as truth may have it we life in a global society where the climate is changing drastically, weather patterns are becoming increasingly unstable, the ice caps in colder regions are beginning to melt, earthquakes are growing stronger in magnitude and becoming more prevalent. As of today all the signs and studies have proven true, human activities definitely have a large role to lay in the growth of global warming, by the continuous creation of factories along with the growth of greenhouses, toxic gases consisting of carbon dioxide continue to be distributed into the atmosphere, and with this continuous growth comes the destruction of plants which are responsible for purifying the air by taking in the carbon dioxide and releasing oxygen, it is easy to see why; and although few have come in defence of human beings to place this claim on the stage to be closely analysed and debunks, unfortunately for them all the facts presented so far have added up in support of the claim. Mankind may be on a dangerous path to destruction, but not for long this is not how thing must remain, and as time would have it, it is not too late. We may not have the abilities to turn back the hands of time; but rather we can proceed with tim into a better tommorow, increase educational engagement in the sciences, by teaching children at a younger age about climate change during their introductions into chemistry, biology, and earth science. Inclined with the education of the student a focus on better interacting with the environment to improve habitats for animal and teach the importances in reducing the damaging toxins in the air and on the ground. following these steps may not have a great effect right away; however in the long rich , by following these steps we can give birth to a future where the children we know today will grow to become environmental specialist, engineers, social
Withgott, J., & Laposata, M. (2014). Environment: the science behind the stories (5th Ed.). New York, NY: Pearson Education, Inc.
The future, it seems so far off; depending on one’s perspective, it is a week, a month or years. The future, from an environmental perspective is now. Changing behaviour in the present will set the world up for a better future. Understanding sustainability and what it means to be eco-literate is seemingly hard for some, which begs the question, when should ecologising education begin? This essay aims to summarise the extent of educating for a sustainable future and analyse how relevant it is. The concept of ecological literacy is explored along with its benefits and limitations. This essay was written from the viewpoint that everyone has a role in moving towards sustainability, beginning as early as early childhood.