Dimensions of Culturally-Intensive STEM Education

Learning and Reconciliation Through Indigenous Education in Oceania Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-7736-3.ch009

J. Baker, Kahoaliʻi Keahi, J. Cogbill, Chrystie Naeole, Gail L. Grabowsky, RaeDeen M. Keahiolalo, A. Stokes, Helen Turner

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Abstract

Disenfranchisement of indigenous Pacific voices from STEM limits self-determination and the development of Pacific-led solutions to regional challenges. To counteract this trend, Chaminade University's Inclusive Excellence program delivers culturally-sustaining STEM education focused on sense of belonging and family/community engagement. It seeks to authentically enculturate curriculum, pedagogy, and practice to privilege and separate Western and indigenous epistemologies and to provide deeply immersive non-academic support. This chapter discusses the imperatives for sustained, system-wide commitment to culture-based STEM education, theoretical and cultural frameworks guiding this paradigm, examples of IE program processes and practices, and a review of outcomes. Finally, next level challenges are considered: student experiences in structurally racist systems beyond the Pacific support bubble, tensions between providing opportunity and perpetuation of regional talent drains, and the implications of asking young scientists to balance cultural and professional identities.

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文化密集型STEM教育的维度

太平洋原住民在STEM领域的发言权被剥夺，限制了自决和太平洋主导的区域挑战解决方案的发展。为了抵制这一趋势，查米纳德大学的包容性卓越项目提供了文化可持续的STEM教育，重点是归属感和家庭/社区参与。它寻求真正地将课程、教学法和实践融入文化，以特权和分离西方和本土的认识论，并提供深度沉浸式的非学术支持。本章讨论了在全系统范围内持续致力于以文化为基础的STEM教育的必要性，指导这种范式的理论和文化框架，IE项目过程和实践的例子，以及对结果的回顾。最后，考虑下一层次的挑战:学生在太平洋支持泡沫之外的结构性种族主义体系中的经历，提供机会与持续的区域人才流失之间的紧张关系，以及要求年轻科学家平衡文化和职业身份的影响。

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Learning and Reconciliation Through Indigenous Education in Oceania

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