“The heavy burden”: Indigenous knowledge systems, biocultural diversity, and transknowledging in sciences education

Madeline L. Nyblade, Stephen J. Smith, Elizabeth Sumida Huaman

Research output: Contribution to journalArticlepeer-review

Abstract

Indigenous communities at ground zero for extractive industry, industrial pollution, and climate change battle extant development agendas under coloniality that drive cycles of consumption. In this scheme bolstered by neoliberal policies, stewarding biocultural diversity is a clarion call and heavy responsibility for Indigenous community members and students as well as for educational and scientific collaborators. This article examines knowledge construction within coloniality and its link to science and science education as a tool of hegemonic rationality and modernity that is at odds with the planetary balance sought within Indigenous intelligence and Indigenous knowledge systems. Drawing from translanguaging theories and biocultural diversity education, we consider how multiple epistemologies shape and are shaped by transknowledging as restorative and healing practices of sciences education towards Indigenous self-determination.

Original languageEnglish (US)
Pages (from-to)779-792
Number of pages14
JournalCultural Studies of Science Education
Volume19
Issue number4
DOIs
StatePublished - Dec 2024

Bibliographical note

Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature B.V. 2024.

Keywords

  • Biocultural diversity
  • Indigenous intelligence
  • Indigenous knowledge systems
  • Transknowledging

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