Aboriginal perspectives and science - Essay Example

? Aboriginal perspectives and science The concept of indigenous science is very unfamiliar to most Canadian education systems. The education policies that was developed by the Ontario first nation was to provide a framework that will provide institutions with a strategic policy natural systems context within which Ministry of Education and school boards can work together to improve the academic performance of the non-aboriginal students. As described by Michell, Herman and Yvonne in ``Learning Indigenous science from place`` (pg. 6), ‘Aboriginal perspective of indigenous science is a study of natural system that contributes to a holistic view of the environment and the role of human beings in the environment’. This holistic nature of the indigenous science is composed of physical, intellectual, affective and spiritual domains of learning. For this reason the aboriginal community have wished to incorporate cultural teaching within mainstream or other institutional curricula, but there was a concern that was raised based on the need to help universities systems to prepare students to choose their careers within scientific discipline. The framework provided in http://library2.usask.ca/native/ library website, also clarifies the roles and relationships of the ministry to Inuit students achieve their education goals and close the gap in academic achievement with the non-aboriginal students. Introduction The learning indigenous science from place developed a research team that expected the results which assisted in encouraging positive systematic change that will nature the aboriginal students’ scientific literacy making them be recognized in the both worlds (Battiste, 2000). A guideline emerged from a certain research project that aimed at fostering collaboration among a diverse range of group of Aboriginal and non-Aboriginal educators and scientist. The indigenous study has experienced acknowledgement within traditional ways and cultural practices as a method for sharing, learning, and collecting knowledge development and maintenance. The purpose of the group of Aboriginal students, educators and scientist is to begin the conservations to envision, discuss, and to clarify a philosophy and framework of aboriginal science. The aboriginal people of the 21st century have been so diverse such that their personal beliefs and ideologies as to any other cultural and ethnic group makes it important for educators to realize that these people have traditionally held and have maintained unique perspective that is much different from that of non-aboriginal peoples. The implications of the research have been anticipated to nature all learners in science schools regardless of their cultural background. Aikenhead (2006, Pg. 7), states that the believe of incorporating Aboriginal perspectives in the school of science will help nature students’ and educators’ in understanding and appreciating indigenous knowledge systems that have not that been a major part of many institutions curriculum in the past. The primary connections of indigenous perspectives framework is aiming to accelerate science and literacy learning outcome for indigenous students and increase non-aboriginal students teachers awareness and understanding of the indigenous perspectives. It also acknowledges the contribution of those involved with development of the indigenous perspectives framework which is based on national research findings and collaboration with Aboriginal groups. Discussion Aboriginal people have viewed themselves to be part of intimately connected individuals and therefore they have acted as the guide to the way in which people and visitors in need are to be helped traditionally. There have been a lot of aboriginal resources that have described and indicated the role of indigenous science. The need to integrate aboriginal perspectives into the science curriculum in most countries is clear and immediate. Aboriginal resources are used to help understand the knowledge of indigenous studies of aboriginal people. The following websites and resources can be relevant in helping to understand aboriginal peoples studies; Websites- http://www.saskschools.ca/curr_content/natstudies10/ this site has no descriptive author but it is organised into modules such that it contain other resources that relate to aboriginal perspectives. http://www.bloorstreet.com/300block/aborcan.htm this second site is an ancient records of history that links most aspect of Canada and USA indigenous people. The third and available site is http://www.naaf.ca/cnaf.html and it provide links that help understand aboriginal awards and achievements that can be used in study of leaders, role models, and achievements. Journals – journals that have been authored by various artists have helped to understand the study of indigenous people in the world. Journal such as; .A Framework to Analyze the Robustness of Social-ecological Systems from an Institutional Perspective, that is written by; Anderies, J. M., Janssen, M. A., & Ostrom, E, and also the available journal is - Learning Indigenous Science from Place, authored by; Michel, D. H., Vizina, Y., Augustus, C., & Sawyerss, J. this resources are available on online website and therefore they can be accessed easily. The listed resources are all about the perspective of aboriginal people and their significance in different communities. The resources explore and utilise education programs which successfully have engaged with the learners from different indigenous and traditional orientation to achieve and improve their education outcomes. In his article Alberta states that, ‘resources that are culturally authentic, historically accurate and respectful of the diversity of the identities and experiences of first Nations, Metis and Inuit will encourage recognition of aboriginal peoples and affirm their contributions to indigenous science studies. Aboriginal perspective can foster cross-cultural understanding by incorporate indigenous perspectives in learning objectives and assessments, planning a cross range of learning objectives to engage students with knowledge, affective, and practise learning outcomes that is associated with indigenous perspectives, incorporating indigenous content and evidence from research into indigenous issues in course materials, and also by engaging students with indigenous dimensions of discipline specific studies. The indigenous study of science and fostering cross cultural understanding is relevant in that; it helps in developing and fostering cross-cultural awareness and sensitivity, deconstructing stereotypes through critical analysis and thinking skills, offer due recognition to indigenous history experiences, by raising awareness of different historical experiences and cultural diversity of indigenous people in Australia, Canada and even globally. Aboriginals have formed a larger percentage of population and they have a greatly grown in most part of Canada. The population of the Aboriginal people in part of Canada has been estimated to be 14% and the number is expected to grow to about 20% by 2017. Though there have been various efforts put in place to help the understanding of the aboriginal perspectives in relation to learning, the advancement of these strategies that have been developed have played an increasingly important role in the everyday life of the world of aboriginal students. The project team that was developed initially to find the accrued benefit found out the following benefits such as; a honouring of indigenous knowledge systems, a sharing of world views, community based focus, building research capacity, creating partnerships and networks, an honouring of indigenous methodologies, and uncovering best practices. This has made the western dominate the science field than any part of the continent. The classification of the planet around us been the difference agreed upon in dominant western science. Background and interconnectedness of Aboriginals Aboriginal literally refers collectively to Indian, it may also be used to identify someone when their identity is unknown and it’s necessary to recognize that there is no actual aboriginal nation, but rather it is a genetic term that helps us to describe particular person or persons. Among this people (Aboriginal) there has been a great deal of cultural and linguistic, diversity, identifying, respecting and celebrating diversity contribution among the healthy and vibrant society. The Canadian constitution does not recognize and give a concrete description of the term indigenous people even though it is more important while describing the origin and the identity of a person. The framework provided in the analysis of the robustness of SES (social ecological system), is useful for scholars from diverse discipline as a method for analysing the internal dynamics within the components SES and the links to its components as stated by Anderies, Janssen and Ostrom (Pg. 13). Due to this the indigenous knowledge is said social and rational, because indigenous science study is a worldview that shares a radically different conception of nature, and they offer a radically different conception of science. The aboriginal issues have perspectives in linking the education practices in relation to the indigenous knowledge in science classes and creating cross-cultural awareness. The perception to how the indigenous people gain their scientific knowledge is quite different to the western understanding, and it does not depend on how old a person can be. And as distinct as the way the indigenous gain knowledge is the same way several authors believe that indigenous people solve their problems through trial and error method. All things are interconnected in Aboriginal perspectives and they have individual gift and spirit, all of which depend on each other and unfold into a web where the self is a reflection of the whole and is also integrated into the world as a whole (Reilly, 2007). Aboriginal perspective and science The belief is that all scientists undertake experiments using the light of information they have at hand; therefore it becomes more of an insult to their intelligence. They also develop their knowledge in the context of their environments and are able to demonstrate the ability to change as the environment changed around them or as they move from one location to another. In recent past the indigenous people in the science schools have demonstrated an ability to adapt western technology to suit their existence. The study of aboriginal perspective in the study of science is more relevant to current education system adopted sin various institutions. It has provided a lot of opportunities in exploring aboriginal issues that links it to the education system. The resources that are provided to relate aboriginal perspective to the current education system is also provided in the website of educational resources; http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf. The resource provided in this website is to help identify the relevance of aboriginal effects to the education system. The research that was done is well positioned to make a difference in the way curriculum is developed in the province within Canada and beyond. The research was inclusive of approach undertaken by the project team that brought together the first nation and the Metis communities with educators, curriculum developers, policy makers, and also the government institutions in the preliminary research carried out to effect new perspective and foundations for school science. It is believed that too many people live closely to their traditional lifestyles, the reality of their science and the explanation is tied up with their cultural responsibilities. The indigenous people develop undertakings that does not doubt forge relationships, dialogue, discourse, and partnerships that creates new understanding in the way school science is taught from the foundation of aboriginal communities. The western science has developed an advancement in strategies that has played an increasingly significant role in the everyday life of Aboriginal students, and the indigenous knowledge systems. The school of science curriculum is framed to include the worldview and perspectives and indigenous people have many benefits. There have been several visions shared between communities with an overall goal to move beyond colonial past into postcolonial present, and forging of new relationships by a mutual sharing of knowledge perspectives for the benefit of all humanity. What to learn about indigenous science relation to western science and science education Reading a scholarly article written by Tom Evison about a workshop he held with the group of indigenous Australian adult students, he discussed with them the nature of western science and I found two in interesting results; To visualize the way traditional and western knowledge overlap – the students developed a three chain that included – western knowledge, traditional knowledge, and an intersection of knowledge common to both. The traditional knowledge concerned the relationship of the indigenous people to the knowledge such as, land ownership, ceremonies, and links to ancestral beings. In discussing the role of evidence the participants believed that since they undertook all the practices that involved them with indigenous perspective it became evidence for their knowledge reality. It is difficult to lea It is a little bit hectic to learn and encompass the entire meaning of indigenous people into English, each time you try to write and reconstruct indigenous science without rewriting its meaning when writing it in another language. Authors like Cobern and Lovering (2001) , have make several definition based on indigenous science using what is called standard account that excludes indigenous science since it does not have experimental basis. The deconstruction of indigenous science ha has left poor facsimile behind, which forms the basis that strips apart the spiritual side which to indigenous people is part of the reality knowledge of indigenous science. One aspect that I have learned in understanding indigenous science is that it can offer knowledge about the Australian environment that have been collected over a thousand of years, the Canadian environment that have lasted for a period of time and as well as the nature of the people around. The knowledge has shown to be of value, particularly in the area of environmental management. T is also important to consider the difference and the importance that lays between science and science education. New initiatives in curriculum, especially those that concentrated on scientific literacy have attempted to move away from the focus that emphasizes on science education. Another aspect to be considered is the role of science education in communicating science. Science education should always be considered in different camps, since it situated as a dream between two cultures. This means that the dominant western science is based within the philosophies of dominant western culture. Reconciliation between indigenous and non-indigenous peoples It is more challenging and one would ask how science involved with reconciliation is. The reason is too simple, firstly is because the western way of thinking has divided the knowledge into various discipline, which is a relative recent phenomenon. This has made it difficult to merge the holistic approach of knowledge, and it also indicates that western knowledge has the disadvantage of having of having to reconstruct itself from various disciplines. The second reason is that, understanding the indigenous culture from different places celebrates the positive effects about indigenous factors rather than focusing on the pejorative aspect, with the need to improve science as part of the culture. Indigenous people are becoming more of the new exploitation of Aboriginal knowledge by some the scientist community. Commercial exploitation of the indigenous science has become a source of income earning to companies and the individuals themselves. Conclusion Relly (2007), believes that indigenous pedagogies included ways of transmitting knowledge through language and other symbolic means while trying to keep the boundaries by respecting other cultures, perspectives and realm of beings. It therefore goes that there are strategies that are to be developed to enhance indigenous science in curriculum. The strategies that can be recommended after knowing the difference of understanding of aboriginal students from different background and cultures are; Relationship building, respecting protocol, teachers skill-building, community based curriculum development, adequate funding to support curriculum goals, appropriate knowledge dissemination and storage, respecting wisdom of elders and traditional land users, and respecting the ceremony as the domain of aboriginal people. Exposure that the aboriginal students get has enabled them to understand the relevance of cross-cultural understanding in science. For adequate conclusion to be made based on the cross-cultural a further research is needed especially for the purpose of obtaining aboriginal people perspectives in science education field. And to really know the absolute relevance of aboriginal perspective some additional links are required to relate the indigenous science with the urban aboriginal students. References Anderies, J. M., Janssen, M. A., & Ostrom, E. (2004). N/A. A Framework to Analyze the Robustness of Social-ecological Systems from an Institutional Perspective , 1(1), 1-36. Aseron, J., Neyooxet, . S., & Miller, A. (2004). Inclusive Practices For Participation In Higher Education. Cultural Safety Circles And Indigenous Peoplesa€™ Perspectives, 1(1), 1-19. Michel, D. H., Vizina, Y., Augustus, C., & Sawyerss, J. (2008). N/A. Learning Indigenous Science from Place , 2(1), 1-26. Oa€™Reilly, B. (2007). Canadian National Aboriginal Day is on June 21st. GUIDE TO CANADIAN ABORIGINAL EDUCATION RESOURCES , 1(1), 1-15. Read More