Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development
Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development
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DOI：
10.1002/tea.20192
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发表时间：
2007-11-01
影响因子：
4.6
通讯作者：
Chinn, Pauline W. U.
中科院分区：
文献类型：
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作者：
Chinn, Pauline W. U.
本研究报告的结果，从一个为期10天的专业发展研究所的课程趋势，涉及19个中学数学和科学教师和管理人员来自日本，马来西亚，印度尼西亚，泰国，韩国，菲律宾，美国，和中华人民共和国。参与者通过写作和小组讨论探讨了文化，地点和个人经验在科学教育中的作用。最初，亚洲参与者倾向于比美国同龄人更消极地看待土著知识和实践。在介绍了夏威夷土著人与地点和可持续性有关的做法之后，他们对土著人的做法给予了更积极的评价，并批评了其国家课程中缺乏与当地有关的科学和土著知识的情况。他们确定了他们想要解决的交通，空气和水质等当地问题，并制定了解决先验知识，地点以及文化的经验教训。这些研究结果表明，采用土著研究人员Abbott和Smith提出的非殖民化方法的关键专业发展有可能提高教师对个人和基于地方的经验、文化习俗和价值观以及教学之间联系的认识。一个含义是发展的专业发展框架，能够转向有意义的，文化，地方，和基于问题的学习相关的环境素养和可持续性的科学教学。(c)2007 Wiley Periodicals，Inc.
This study reports findings from a 10-day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and personal experience in science education through writings and group discussions. Initially, Asian participants tended to view indigenous knowledge and practices more negatively than U.S. peers. After a presentation on indigenous Hawaiian practices related to place and sustainability, they evaluated indigenous practices more positively and critiqued the absence of locally relevant science and indigenous knowledge in their national curricula. They identified local issues of traffic, air, and water quality they would like to address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture. These findings suggested critical professional development employing decolonizing methodologies articulated by indigenous researchers Abbott and Smith has the potential to raise teachers' awareness of the connections among personal and place-based experiences, cultural practices and values, and teaching and learning. An implication was the development of a framework for professional development able to shift science instruction toward meaningful, culture, place, and problem-based learning relevant to environmental literacy and sustainability. (c) 2007 Wiley Periodicals, Inc.