Locating the global: culture, language and science education for indigenous students

• Published in: International journal of science education Vol. 27; no. 2; pp. 227 - 241
• Main Author: McKinley, Elizabeth
• Format: Journal Article
• Language: English
• Published: Taylor and Francis Ltd 04.02.2005; Taylor & Francis Group Journals
• Subjects: Culture; Education; Foreign Countries; Indigenous Knowledge; Indigenous Populations; Language; Language of Instruction; Malayo Polynesian Languages; New Zealand; Science; Science and technology; Science Education; Self Esteem; Teaching Methods; New Zealand
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/0950069042000325861

The international literature suggests the use of indigenous knowledge (IK) and traditional ecological knowledge (TEK) contexts in science education to provide motivation and self-esteem for indigenous students is widespread. However, the danger of alienating culture (as knowledge) from the language in which the worldview is embedded seems to have been left out of the philosophical and pedagogical debates surrounding research and comment in the field. This paper argues that one of the main ways in which indigenous knowledge systems will survive and thrive is through the establishment of programmes taught through indigenous languages so that a dialectal relationship between language and knowledge is established that continues to act as the wellspring. The article concludes by reviewing the situation in Aotearoa New Zealand with respect to the indigenous population, Maori, and the recent science education initiatives in te reo Maori (Maori language).