Indigenous Research Frameworks: Creating Dynamic Learning Environments for Diverse Learners
Abstract
Indigenous Research Frameworks (IRFs) are increasingly being used as tools to bring together Indigenous and non-Indigenous academic researchers, community members, and educators. We evaluated the implementation of a place-based, culturally relevant geoscience education module (GEM) developed and enacted using a conglomerative IRF which draws from multiple disciplines such as education, geology, and critical theory. Specifically, we've combined Sociotransformative Constructivism (sTc) (Rodriguez, 1998) and Tribal Critical Race Theory (TribCrit) (Brayboy, 2005). sTc delineates four key components (i.e. authentic activities, metacognition, dialogic conversation, and reflexivity) that contribute to the creation of multimodal learning environments that are amenable and accessible to diverse learners. TribCrit contextualizes the discipline-specific content (i.e. geology and environmental science) within a specific geographic location as well as increasing the value placed on the sociohistorical setting in which the educational environment is to be utilized. Our analysis began by identifying key aspects of IRFs that were represented in the curriculum materials (e.g handouts, visual aids, discussion questions). After GEM implementation, we interviewed participants to gain an understanding of how the IRF aspects incorporated into the GEM impacted participants' conceptions of geology and geoscience careers. Preliminary analysis of the interviews indicates strong development of connections between the everyday cultural lives of undergraduate students and the geologic concepts presented during the GEM, a reflexive understanding of how local environmental issues could potentially impact larger segments of the global population, and increased intercultural competency as the learners participating in the project were exposed to diverse perspectives about the knowledge being shared. Our study suggests one potential path for educators to incorporate meaningful applications of science within their curriculum that respect multiple ways of knowing while also benefitting those underrepresented communities in which we live and work. Similarly, learners from overrepresented groups benefit from an increased awareness of marginalized perspectives.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2018
- Bibcode:
- 2018AGUFMED13A..05R
- Keywords:
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- 0805 Elementary and secondary education;
- EDUCATIONDE: 0815 Informal education;
- EDUCATIONDE: 0825 Teaching methods;
- EDUCATIONDE: 0855 Diversity;
- EDUCATION