Negotiating Assessment’s Colonial Pulls Against Using Indigenous Ways of Knowing Within Teacher Education STEAM Class

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Decolonial Perspectives in STE(A)M Education, AI, and Gaming (Table 6)

Abstract

Many researchers are in agreement that assessment and evaluation require change to be more authentic, valid, and even culturally appropriate. Yet when attempting to develop documentations of learning for a STEAM (Science, Technology, Engineering, Arts and Mathematics) teacher education course, the Indigenous instructor found that easier said than done in practice. Planning and teaching through a lens of Indigenous Ways of Knowing and the First Peoples Principles of Learning, the researcher reflects on what went right, while further changing the deliverables of the course to navigate colonial pulls of the classroom. Indeed, recognizing that what is needed also requires the commitment to fully engage and align with Indigenous Ways of Knowing as an equal, yet different, way of assessing learning.

Author

• Desiree Marshall-Peer, Langara College