This article explores Vanessa Anthony-Stevens and Sammy Matsaw’s paper “The productive uncertainty of Indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers”. That paper reports on a small qualitative study on how STEM students in the field of natural resources management react to the inclusion of Indigenous ways of knowing in their interdisciplinary research methodologies course. The authors are engaging contested intersections of knowledge that are notoriously difficult to negotiate. I argue that the inclusion of Indigenous ‘ways of knowing’ into the water resource management curriculum is based on Morgan’s (in: McKinley, Smith (eds) Handbook of indigenous education, Springer, Singapore, pp 111–128, 2019. https://doi.org/10.1007/978-981-10-3899-0) idea of the ‘guest paradigm’. At the same time, and in contrast, I also argue that the inclusion of Indigenous knowledge in the curriculum cannot just occur in the classroom but needs to be considered at an institutional and individual level as well. The project should be seen as a small step within a wider Indigenous agenda of decolonizing the Eurocentric curriculum.
This paper draws on 38 student interviews carried out in the course of the team research project ‘Teaching and Learning in the Supervision of Māori Doctoral Students’. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy and Lefebvre’s conceptual trilogy of perceived, conceived and lived space. The paper falls into six parts. Section 1 is an overview of the research and is followed in Section 2 by identification of intersecting ‘locations’ in which Māori students’ theses are produced. In Section 3, Henri Lefebvre’s spatial analysis highlights connections between students’ multiple allegiances and affinities. Drawing on Bernstein, Section 4 relates the theses to the organisation of ‘Western’ academic disciplines. Section 5 addresses students’ cultural locations beyond the reach of ‘Western’ disciplines. We conclude with implications for supervision. 相似文献
Conducting research in "native" communities is difficult. This article examines the tensions faced by an Indigenous researcher attempting to balance his identity as an Indian with his identity as an academic. Relying on field journals and personal experiences of change, the researcher explores how his attitudes toward the research participants and theories of authenticity changed over a period of time. Ultimately, there must be a way for Indigenous people to conduct rigorous research and maintain their Indigenous sense of self. 相似文献
In Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought “Maori woman” under the intellectual control of the emerging “scientific” academy. This paper argues that the historical construction of “Maori woman” through the discourses of Enlightenment science continues to affect the constitution of the subjectivities of Maori women scientists today. The paper draws on a doctoral thesis that used literary historical techniques to investigate the imperial archives and feminist narrative interviews with 16 Maori women scientists to collect the research data. I explore the conditions by which the subject “Maori women scientist” emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of “Maori woman scientist” appears to be “impossible fiction” due to the fragmented nature of the sign “Maori,” “woman,” and “scientist”, which can be “traced” to the historical construction of the signs. 相似文献
It was predicted that social cognitive, behavioral, and affective aspects of young children's social development would predict stable peer ratings of their likability. Measures of likability, emotion knowledge, prosocial and aggressive behavior, peer competence, and expressed emotions (happy and angry) were obtained for 65 subjects (mean age = 44 months). Sociometric ratings, particularly negative, were stable over 1- and 9-month time periods. Correlational analyses showed that emotion knowledge and prosocial behavior were direct predictors of likability. Prosocial behavior mediated the relations of gender and expressed emotions with likability (i.e., gender and expressed emotions were each related to prosocial behavior, and prosocial behavior was related to likability, but neither gender nor expressed emotions were related to likability with prosocial behavior partialled out). Knowledge of emotional situations similarly mediated the age-likability relation. Results uphold the early development of stable peer reputations and the hypothesized centrality of emotion-related predictors of likability. 相似文献
The recent development of a national science curriculum in Māori opened up space to contest whose knowledge and whose ways
of knowing are included. This paper outlines the background to the curriculum development work in Aotearoa New Zealand with
respect to the indigenous Māori people and science education. Concern is expressed about the fitting of one cultural framework
into another and questions are raised about the approach used in the development of the science curriculum. Further research
in the area of language, culture and science education is discussed along with how Māori might move forward in the endeavour
of developing a curriculum that reflects Māori culture and language.
This paper forms part of an MEd thesis. For a fuller analysis of the development of “Te Tauākī Marautanga Pūtaiao: He Tauira”
(Draft National Science Curriculum in Māori) see McKinley (1995) in the references. See alsoSAMEpapers 1995 (Hamilton, New Zealand: Centre for Science, Mathematics and Technology Education, University of Waikato). 相似文献