Integrating STEM Education and Indigenous Perspectives: A Case Study of an Aboriginal Teacher

• In Event: Roundtable Session 51
  In Roundtable Session: Culturally Responsive STEM Education for Native Students

Abstract

Exploring science teaching and learning in Aboriginal contexts is growing increasingly important given the science and technology education attainment gap between Aboriginal and non-Aboriginal students and the potential conflict between students’ cultural values and traditions and curricula. This is especially problematic when teaching methods do not reflect the benefits of integrating science, technology, engineering, and mathematics (STEM) principles into inquiry-based learning. Part of a broader study investigating the implementation of a science outreach program in an Aboriginal reservation school, the data in this paper constitute a case study of one Mohawk teacher. Findings reveal the teacher’s holistic approach to teaching and learning and, crucially, the ways in which integrative STEM education naturally complements his culturally relevant pedagogies.

Authors

• Stefano Di Tommaso, University of Western Ontario

• Isha DeCoito, University of Western Ontario