Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning最新文献_第5页

Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education 美国原住民与科学:通过对文化有反应的科学教育提高美国原住民在科技劳动力中的参与

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70770

Gregory A. Cajete

{"title":"Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education","authors":"Gregory A. Cajete","doi":"10.15402/ESJ.V7I1.70770","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70770","url":null,"abstract":" A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115366198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Four Generations For Generations: A Pow Wow Story to Transform Academic Evaluation Criteria 四代为代:一个改变学术评价标准的帕瓦瓦故事

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70054

Kathleen E. Absolon

{"title":"Four Generations For Generations: A Pow Wow Story to Transform Academic Evaluation Criteria","authors":"Kathleen E. Absolon","doi":"10.15402/ESJ.V7I1.70054","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70054","url":null,"abstract":" \u0000 Within this article, I share a story of four generations of my family and community coming together through pow wow dancing. I present the storying and re-storing of Indigenous scholarly engagement through pow wow regalia making and dance to accomplish two things: 1) to center Indigenous knowledge, kinship and community work through scholarship; and 2) to generate merit and value in the good work in which Indigenous scholars engage. Our creative and cultural selves are often excluded in terms of what receives value and merit in collective agreements. The academy wants us to teach, publish, and engage in community service. My community service is often within Indigenous kinship and community service where I engage in creativity and expressive arts. Evaluations of our tenure attribute value, credit, and merit for work produced, service generated, and research conducted steeped in a eurowestern definition of scholarly work. We theorize about the significance and importance of our culture and traditions; however, our families and communities’ practices are regarded as external and outside of the eurowestern academic contexts. This article brings together the knowledge of preparing for and dancing in a pow wow as valued and good work of Indigenous scholars within the academy. It calls attention to a need to revise systems of value and merit in a manner that benefits Indigenous scholars’ whole knowledge systems. \u0000 \u0000 ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117317645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Radical Acts of Re-imaging Ethical Relationality and Trans-systemic Transformation 重构伦理关系的激进行为与跨系统转型

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70759

V. Kelly

{"title":"Radical Acts of Re-imaging Ethical Relationality and Trans-systemic Transformation","authors":"V. Kelly","doi":"10.15402/ESJ.V7I1.70759","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70759","url":null,"abstract":" \u0000 This Indigenous métissage explores my engagement in Indigenous Arts-based Inquiry as a practice of Anishinaabe Ozihtoon or Indigenous making and knowledge generation. Anishinaabe Ozhitoon is a site that unlocks the theoretical potentialities of the intelligences within Indigenous Knowledge practices in contemporary contexts and reanimates Indigenous land-based assurgence. Reviving Indigenous artistic practices, as sites of co-imagining through constellations of co-creation, is part of ecological and community-based reconciliation and healing. Key to this process is the act of reciprocal recognition, a core practice that fosters ethical relationality, helps cultivate our Indigeneity, and honours the circle of life. This Indigenous métissage tracks the Indigenous pedagogical processes and Indigenous art making used in my own praxis and inquiry as a scholar while I worked in a university to create three pathways for trans-systemic knowledge creation: a university-wide President’s Dream Colloquium with an accompanying graduate course; a graduate diploma in Indigenous Education: Education for Reconciliation and a master’s in Indigenous Education: Truth, Reconciliation, and Indigenous Resurgence; and the Indigenous Research Institute initiation of an Indigenous Ethics Dialogue process as a trans-systemic pedagogical engagement with Indigenous and Western Knowledges, values, and ethics. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114771419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Uncovering the Experiences of Engaging Indigenous Knowledges in Colonial Structures of Schooling and Research 揭示在殖民教育和研究结构中融入土著知识的经验

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.69957

Mairi McDermott, Jennifer Macdonald, Jennifer Markides, M. Holden

{"title":"Uncovering the Experiences of Engaging Indigenous Knowledges in Colonial Structures of Schooling and Research","authors":"Mairi McDermott, Jennifer Macdonald, Jennifer Markides, M. Holden","doi":"10.15402/ESJ.V7I1.69957","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.69957","url":null,"abstract":"In response to the Truth and Reconciliation Calls to Action (TRC, 2015), a school board teamed with university educators and educational partners to generate a professional learning series to support educators’ engagement with Indigenous knowledges. A research team that assembled two years later interviewed the learning series participants to explore how educators were navigating Indigenous knowledge within a Eurocentric school system. This research acknowledges the challenges of doing this work within shifting institutional policies and initiatives, the wider politics of Indigenous and non-Indigenous relations, building intercultural understandings and community partnerships, and negotiating epistemological difference. The researchers — including Indigenous and non-Indigenous peoples — echoed resonances with the participants that occurred throughout the data collection process and often spoke about the parallel paths of research and schooling — both historically used as tools of colonization and now having a role in decolonization. To disrupt colonial propensities, we share our reflections as researchers, specifically around complexities and tensions of engaging Indigenous knowledges throughout our research processes concerning the participants’ experiences. By sharing the tensions and (un)learning that emerged on these parallel paths, we honour diverse entry-points and experiences to animate how trans-systemic knowledge building might ensue.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132066676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

“To See Together Without Claiming to Be Another”: Stories as Relations, Against One-Direction Mode of Indigenous Stories Travelling “一起看而不自称是另一个人”:作为关系的故事，反对本土故事旅行的单向模式

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70002

E. Kim, Sandra-Lynn Leclaire

引用次数: 1

Reciprocal Mentorship as Trans-Systemic Knowledge: A Story of an Indigenous Student and a Non-Indigenous Academic Supervisor Navigating Graduate Research in a Canadian University 作为跨系统知识的互惠导师制:一个原住民学生和一个非原住民学术导师在加拿大大学指导研究生研究的故事

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70063

Kathy Bishop, C. Webster

引用次数: 1

Walking Many Paths, Our Research Journey to (Re)present Multiple Knowings 走多路，我们的研究之旅(再现)多元认知

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70062

Melitta Hogarth, Kori Czuy

{"title":"Walking Many Paths, Our Research Journey to (Re)present Multiple Knowings","authors":"Melitta Hogarth, Kori Czuy","doi":"10.15402/ESJ.V7I1.70062","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70062","url":null,"abstract":"Indigenous peoples globally are seeking new ways in which to communicate and share our worldviews. Sometimes defined as resistance research, emancipatory research, decolonising research - our research (re)presents the multiple journeys in which we live and come to know. Emerging Indigenous research methodological approaches are centring Indigenous ways of knowing, being and doing, to privilege Indigenous voices that have been suppressed through colonization. The intricate weaving of Western methodologies with Indigenous knowledges evokes agency in two emerging Indigenous researchers (from Australia and Canada) and weaves a path of reconciliation between their diverse disciplines as well as the seemingly dichotomous knowledge systems they are challenged to work within. Using metalogue, a way of authentically bringing together multiple voices through dialogue, we discuss the creative and radical Indigenous methodological approaches developed and enacted within our PhDs. The paper will provide insights to the epistemological, ontological and axiological principles that inform emerging Indigenous approaches to research. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

wahkotowin: Reconnecting to the Spirit of nêhiyawêwin (Cree Language) wahkotowin:重新连接nêhiyawêwin的精神(克里语)

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.69979

K. Napier, Lana Whiskeyjack

引用次数: 2

Editor’s Reflection on the Indigenous and Trans-Systemic Knowledge Systems 编辑对本土知识体系与跨系统知识体系的思考

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70772

L. Bradford

引用次数: 0

Ethical Indigenous Economies 土著民族经济

Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning Pub Date : 2021-06-02 DOI: 10.15402/ESJ.V7I1.70010

引用次数: 1