Indigenous Knowledge and Science in a Globalized Age

Autor/inn/en	Regmi, Jagadish; Fleming, Michelle
Titel	Indigenous Knowledge and Science in a Globalized Age
Quelle	In: Cultural Studies of Science Education, 7 (2012) 2, S.479-484 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9389-z
Schlagwörter	Foreign Countries; Water; Jews; Indigenous Knowledge; Indigenous Populations; Global Approach; Cultural Differences; Arabs; Educational Research; Values; Educational Principles; Educational Environment; Cultural Context; Science Instruction; Science Education; Student Characteristics; Case Studies; Scientific Concepts; Israel + Suchen Sie Ihr Suchwort? Ausland; Wasser; Jew; Jude; Jüdin; Juden; Sinti und Roma; Globales Denken; Kultureller Unterschied; Arab; Araber; Bildungsforschung; Pädagogische Forschung; Wertbegriff; Bildungsprinzip; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study
Abstract	This forum explores and expands on Ben-Zvi Assaraf, Eshach, Orion, and Alamour's article titled "Cultural Differences and Students' Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel" by examining how indigenous knowledge is appropriated in science classrooms; how students from indigenous students' experiences are more complex than many non-indigenous students; and how science and globalization complicates the preservation of indigenous knowledge. In this forum we suggest that research on indigenous knowledge be examined through the lens of the locally situated contexts and the extent to which globalization hinders this kind of knowledge in the name of value neutral scientific knowledge. We finally suggest that research in indigenous communities has to be more intentional and respectful, and teachers need to rethink how useful and meaningful science learning can be for indigenous students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10