- Title
- Indigenous knowledge in the science curriculum: avoiding neo-colonialism
- Creator
- Ryan, Ann
- Date
- 2008
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/73665
- Identifier
- vital:7080
- Identifier
- ISSN:1871-1502
- Abstract
- Science education in Papua New Guinea has been influenced by neo- colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neocolonial practices, Western science educators ought to consider the notion of cultural mediators. This position, the author argues, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing. [Author abstract]
- Relation
- Cultural Studies of Science Education Vol. 3, no. 3 (2008), p. 663-702
- Rights
- Copyright Springer
- Rights
- This metadata is freely available under a CCO license
- Rights
- Culturally sensitive
- Subject
- Cultural context; Cultural relevance; Curriculum history; Curriculum policy; Educational history; Educational policy; 1302 Curriculum and Pedagogy
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