Transforming space to place: Indigenizing science and math education through sociocultural and Indigenous place-based theories

• In Event: Roundtable Session 102
  In Roundtable Session: Diversity of Learners, Learning, and Learning Environments

Abstract

Drawing on an Indigenized sociocultural perspective, this paper highlights the power of place –based learning to re-engage Indigenous students in an informal math and science education program. Interpreting math and science through this perspective enables physical, or lived space, to be transformed into the spatial practices representations that transform space to place through meditational means—semiotics, practices and rituals, and relationships. To assist in the transformation of space to place, it is necessary to draw from the Longhouse Teachings of respect, relationships, responsibility, and reverence. It is also necessary to draw from the five essential characteristics of place-based geoscience education.

Authors

• Peter Wanyenya, The University of British Columbia

• Jennifer A. Vadeboncoeur, The University of British Columbia