Epistemological Pluralism and Critical Pedagogies: Integrating Indigenous Knowledges in Science Teacher Education for Inclusive Sustainability

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Division K - Section 03: Indigenous Teaching and Teacher Education Roundtable Session 1 (Table 7)

Abstract

Science teacher education is essential to achieving social and environmental justice. Epistemological pluralism in science teacher education allows teacher candidates to explore multiple ways of knowing, challenging anthropocentric paradigms that are harmful to all life on Earth, including humans. In this study, we explored the impact of integrating Indigenous Knowledges into science teacher education, focusing specifically on teacher candidates’ scientific understanding and their beliefs about science teaching and learning. Our findings highlight the transformative potential of Indigenous perspectives in teacher education, demonstrating an adoption of ecocentric values and stewardship ethics among the participants. This work underscores the importance of diverse and inclusive educational resources and the demarginalization of non-Western scientific perspectives in teacher education to support environmental justice.

Author

• Amy E. Green, University of Maryland