Narratives of dynamic lands: science education, indigenous knowledge and possible futures

Megan McGinty, Megan Bang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

We aim to share some of our work currently focused on understanding and unearthing the multiplicities of ways the denial of culture in relation to science and knowledge construction is embedded in issues of climate change and climate change education. The issues become more troubling when we consider how effects of climate change are manifesting locally in ways that force shifts in Indigenous ways of living while simultaneously nation-states seem to think that continued or increased control of Indigenous practice is warranted. For us, taking the implications of such approaches seriously requires significant consideration of how climate education impacts Indigenous learners and whether learning western climate science is indeed part of making real change important. In our work we have focused on the ways in which settler-colonialism and the resultant racialized hierarchies permeate science education and contribute to an expectation of human entitlement to land and a notion of land permanence.

Original languageEnglish (US)
Pages (from-to)471-475
Number of pages5
JournalCultural Studies of Science Education
Volume11
Issue number2
DOIs
StatePublished - Jun 1 2016

Keywords

  • Indigenous knowledge
  • Science education
  • Settler colonialism

ASJC Scopus subject areas

  • Cultural Studies

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