Conceptualizing and Integrating Indigenous Science in K–12 Learning Contexts: A Systematic Review

• In Event: Cultivating Equitable Education Systems: Reaffirming the Role of Indigenous Sciences

Abstract

For over three decades, prominent Indigenous scholars have critically discussed the complexities of culturally responsive curriculum for Native students. Consistent across the literature is the understanding that Indigenous education must ground curriculum and pedagogy in Indigenous Knowledge Systems. However, limited educational models focus on integrating Indigenous Science in a meaningful way honoring place, sovereignty, and cultural knowledge. This systematic review examines how existing studies conceptualized and implemented Indigenous Science education in K-12 learning contexts. Moreover, the generated themes highlight the nuances and tensions educators experience in the conceptualization and integration process. For example, power dynamics between knowledge systems, interconnected relationships beyond human connections, responsibility and caretaking, integrating traditional language and culture, and importance of context and place.

Authors

• Zoe Higheagle Strong, Washington State University - Pullman

• Rachel Min Wong, The University of Tennessee

• T. Francene Watson, Washington State University

• Landon James Charlo, Washington State University

• Oluwasola Samuel Oni, Washington State University - Pullman

• Sequoia Lynn Dance, Washington State University - Pullman