Indigenous Ways of Knowing, Being, and Doing in Canadian Science and Mathematics Teaching and Learning

• In Event: Sheraton Roundtable Session 19
  In Roundtable Session: Indigenous Ways of Knowing in the Classroom

Abstract

This paper presents the result of a knowledge synthesis project, focused on the ways in which Indigenous ways of knowing, being, and doing have been taken up in science and mathematics teaching and learning, in K-12 and teacher education, in Canada. It brings together tenets of systematic review with Indigenous research methodologies, to examine emergent understandings across more than 300 pieces of academic and grey literature. Significant themes identified include decolonization, the importance of language, the role of place and land in learning, connections to community, and tensions between ways of knowing, being, and doing.

Authors

• Dawn Wiseman, McGill University

• Lisa Ann Lunney Borden, Saint Francis Xavier University

• Florence A. Glanfield, University of Alberta

• Ellen Carter, St. Francis Xavier University

• Alexandre Soares Cavalcante, McGill University

• Rebecca Clancey

• Katy Grosicki, St. Francis Xavier University

• Eun-Ji Amy Kim, McGill University

• Mitchell McLarnon, McGill University

• Simon Sylliboy, St. Francis Xavier University

• Christine Wiebe Buchanan, University of Alberta