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This edited collection brings together theories and lived experiences in teaching and learning Nature through multiple ways of coming to know.
Showcasing the experiences and ideas from diverse stakeholders in the field of education, this book includes work from researchers, teacher-educators, teachers, outreach workshop facilitators, and Indigenous youth.
Focusing on the importance of relationalities in teaching and learning, this book offers candid accounts and innovative ideas on bringing diverse perspectives into Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education.
Table des matières
List of Figures/Tables - DWAYNE DONALD: Foreword - EUN-JI AMY KIM/KORI CZUY: Grounding selves and Intentions - ALEX GRAY: A'sugwesugwijig (Meet on Water by Canoe): Learning How to Incorporate My Mig'maq Identity in Euro-Western Education - KORI CZUY: dear big S Science - DAWN WISEMAN/LISA LUNNEY BORDEN/SIMON SYLLIBOY: STEAM as Informed by Netukulimk: Engaging in the Radical to Consider How to Do Things Differently - MYRLE BALLARD: Anishinaabe Kwek Piimachiiwin: Indigenous Women's Anishinaabe Knowledge Systems - ROGER BOSHIER: Home, Hoe, Horse and Hammer? How to Learn from and Live on the Land - KELLY KING/MADISON LAURIN/KRISTIN MUSKRATT: Fostering Growth Through Indigenous and Land-Based STEM Education: Lessons from Plant Relatives - JOEL GRANT: Kaa kishkaytaynaan taanishi lii Michif aen pimatishichik (We'll Learn About Métis Culture) - AMANDA FRITZLAN: A Place-Conscious Approach to Teaching Mathematics for Spatial Justice: An Inquiry with/in Urban Parks - EUN-JI AMY KIM/RO'NIKONHKÁTSTE NORTON/HANNAH KARAHKWENHAWE STACEY: Relationship-Based Science Education: Understanding the Mother Earth Through the Engagement of Head, Heart and Hands Through Artful-scientific Inquiry - MARC HIGGINS: De/colonizing Pedagogy and Pedagogue: Science Education Through Participatory and Reflexive Videography - JULIE VAUDRIN-CHARETTE: Art-the-Garden: Wit(h)nessing Decolonial Teaching Beyond Disciplinary Frontières - LORRIE MILLER/SHANNON LEDDY: An Axiology for Making-Weaving Slow Pedagogies with Indigenous Pedagogies-First Peoples' Principles - EUN-JI AMY KIM/KORI CZUY: Final Thoughts: Relational Education, Radical Hope, and Action - Notes on Contributors.
A propos de l'auteur
Dr. Eun-Ji Amy Kim (she/her) is Lecturer in Science Education in the School of Education and Professional Studies, Griffith University, Queensland, Australia. She is a former high school teacher and an education consultant for diverse Indigenous communities across Canada.
Dr. Kori Czuy(she/her) is Métis/Polish, and was born in Treaty 8 by the banks of the Peace River. She is an Indigenous Science Consultant, focusing on weaving together multiple ways of knowing, being, and doing science. Kori is on an ongoing journey to reconnect with and learn from the knowings of the land, and helping others connect with the complexities of these knowings alongside Global science. She has a PhD in storying mathematics and hosts a podcast called "Ancestral Science."
