调查动物园中土著人民和土著知识的表现

Jonathan Robert Bowers, Gail Richmond
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引用次数: 0

摘要

许多学者主张将本土知识纳入科学教育,以促进更具包容性的教育环境。非正式的科学学习空间提供了接触科学现象和更广阔视野的机会。动物园有可能将IK纳入其信息标牌,因为它们收藏了对土著社区很重要的本地动植物。动物园成为殖民主义意识形态平台的历史也需要承认白人殖民主义对土著人民的负面影响。因此,我们调查了北美的两个动物园如何在动物园部分以本土动物为中心描绘IK和观点。我们发现,虽然两家动物园都提供了强有力的例子,说明如何在动物园标牌中包含IK,但IK的某些方面(特别是气候模式)在很大程度上是缺失的。此外,动物园的标识在很大程度上忽略了殖民者对自然环境和土著文化的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating representations of indigenous peoples and indigenous knowledge in zoos
Many scholars advocate for indigenous knowledge (IK) to be integrated into science education to foster a more inclusive educational environment. Informal science learning spaces provide opportunities for encountering science phenomena and broader perspectives. Zoos have the potential to include IK into their informational signage due to having collections of native plants and animals that are significant to Indigenous communities. The history of zoos being platforms for colonialist ideologies also necessitates acknowledgement of how White Settler colonialism has negatively impacted Indigenous peoples. We therefore investigated how two zoos in North America portray IK and perspectives in zoo sections centering native animals. We found that while both zoos provide strong examples of how IK can be included in zoo signage, certain aspects of IK (particularly that of climate patterns), were largely absent. Additionally, zoo signage largely ignored the impact of settler colonialism on both the natural environment and indigenous cultures.
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