Culturally Responsive Professional Development: Engaging Tribal Language Teachers in Indigenous STEM Education

• In Event: Reclaiming Indigenous Learning: Building Sustainable Pathways

Abstract

This paper describes the Culturally Responsive Indigenous Science (CRIS) project, and critically explores the significance and meaning of professional development with tribal language teachers while building Indigenous STEM (ISTEM) curriculum for Native American youth. Utilizing the theoretical framework of Indigenous Knowledge Systems (IKS), which is land and place-based, community centered, and heavily reliant on Native language and culturally responsive teaching and learning, the paper illuminates the need for contesting dominant forms of professional development for teachers, which often assumes that outside knowledge “experts” must teach teachers. The paper explores the nuances of culturally responsive professional development and the importance of creating additional pathways for tribal members to teach Indigenous knowledges and science in schools through language instruction.

Authors

• Paula Groves Price, Washington State University

• Zoe Higheagle Strong, Washington State University - Pullman

• Francene Watson, Washington State University

• Carolina Silva Martinez, Washington State University - Pullman

• Landon James Charlo, Washington State University

• Sandra Esmeralda Larios, Washington State University - Pullman