TY - JOUR
T1 - “The heavy burden”
T2 - Indigenous knowledge systems, biocultural diversity, and transknowledging in sciences education
AU - Nyblade, Madeline L.
AU - Smith, Stephen J.
AU - Sumida Huaman, Elizabeth
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature B.V. 2024.
PY - 2024/12
Y1 - 2024/12
N2 - 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.
AB - 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.
KW - Biocultural diversity
KW - Indigenous intelligence
KW - Indigenous knowledge systems
KW - Transknowledging
UR - http://www.scopus.com/inward/record.url?scp=85208133519&partnerID=8YFLogxK
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U2 - 10.1007/s11422-024-10236-0
DO - 10.1007/s11422-024-10236-0
M3 - Article
AN - SCOPUS:85208133519
SN - 1871-1502
VL - 19
SP - 779
EP - 792
JO - Cultural Studies of Science Education
JF - Cultural Studies of Science Education
IS - 4
ER -