American Indian science education: the second step.
While acknowledging the achievements of culturally relevant science programs, the writer suggests that many such programs may entail unintended negative consequences for Native American culture. She begins by examining some assumptions that tend to characterize mainstream science classrooms and som...
| Publicado en: | American Indian Culture & Research Journal Vol. 23; no. 4; pp. 91 - 115 |
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| Formato: | Artículo |
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UCLA American Indian Studies Center
1999
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=509743297&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 509743297 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01616463 AUU jtl: American Indian Culture & Research Journal issn: 01616463 maglogo: N pubinfo: dt: 1999 vid: 23 iid: 4 pid: 2432 pub: UCLA American Indian Studies Center artinfo: ui: 509743297 ppf: 91 ppct: 24 formats: fmt: @attributes: type: T tig: atl: American Indian science education: the second step. aug: au: Garroutte, Eva Marie su: Science education Multicultural education Education of Indigenous peoples of the Americas Social life & customs of Indigenous peoples of the Americas United States sug: subj: United States Science education Multicultural education Education of Indigenous peoples of the Americas Social life & customs of Indigenous peoples of the Americas ab: While acknowledging the achievements of culturally relevant science programs, the writer suggests that many such programs may entail unintended negative consequences for Native American culture. She begins by examining some assumptions that tend to characterize mainstream science classrooms and some of the contrasting assumptions that may appear in various traditional Indian thought systems. She discusses some specific examples of culturally relevant science programs, demonstrating their tendency to overlook or deemphasize the differences just explored. She argues that the outcome of such neglect is likely to be that Indian traditional knowledge is severely damaged or even destroyed. She concludes by considering what science programs might look like if they pressed innovations in culturally relevant programming toward an insistence on the legitimacy of traditional Indian models of inquiry into the natural world. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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