Including Indigenous content in the subject of science can seem like a complicated task for teachers and there is sometimes the question of how to avoid tokenism in the teachings because as teachers we do not want to include Indigenous content in a way that is lacking in awareness of actual Indigenous knowledges in science. A good start to not making Indigenous knowledges not seem like tokenism when teaching it is to look at the two sciences and to not to treat them like they are binaries. (Metallic, pg.116) Looking at the sciences in binaries is not helpful to students or teachers because it causes students and teachers to feel that they have to choose between the sciences instead of embracing both. (pg.117) An approach to teaching science
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One way mentioned in this article is how Indigenous knowledge cannot not just simply be added to the curriculum because it could then become riskier to be a part of cultural appropriation. (pg. 46) A way to combat that potential problem and make the curriculum respectful towards Indigenous peoples is that “research in Indigenous domains needs to be compatible with the historical and contemporary experiences of Indigenous peoples, and their philosophies and cosmologies. (pg. 47) This is applied to Universities in Canada but can be looked at in terms of teaching in elementary schools as using or finding content that is falls into the same parameters that the University follows, which is that the content is actual Indigenous made and consulted content. This article talks about how in order to have both sciences existing in the classroom they need “to co-exist in science curriculum ontological pluralism must be embraced.” (pg. 49) What this means for teaching is that before we can fully include Indigenous knowledges into science, Western science dominance needs to be challenged and if this is not challenged it will be hard to recognize the “legitimacy of Indigenous knowledge systems.” (pg. 49). Another way found in this article to include Indigenous knowledges in a respectful way is to create “programs that are community driven with inclusive curriculum is an important step for negotiating a place in science education where Indigenous knowledge heritage is empowered and not further harmed.” (pg. 50). This is important because it is a step that allows Indigenous knowledges to be included in the science curriculum
One way mentioned in this article is how Indigenous knowledge cannot not just simply be added to the curriculum because it could then become riskier to be a part of cultural appropriation. (pg. 46) A way to combat that potential problem and make the curriculum respectful towards Indigenous peoples is that “research in Indigenous domains needs to be compatible with the historical and contemporary experiences of Indigenous peoples, and their philosophies and cosmologies. (pg. 47) This is applied to Universities in Canada but can be looked at in terms of teaching in elementary schools as using or finding content that is falls into the same parameters that the University follows, which is that the content is actual Indigenous made and consulted content. This article talks about how in order to have both sciences existing in the classroom they need “to co-exist in science curriculum ontological pluralism must be embraced.” (pg. 49) What this means for teaching is that before we can fully include Indigenous knowledges into science, Western science dominance needs to be challenged and if this is not challenged it will be hard to recognize the “legitimacy of Indigenous knowledge systems.” (pg. 49). Another way found in this article to include Indigenous knowledges in a respectful way is to create “programs that are community driven with inclusive curriculum is an important step for negotiating a place in science education where Indigenous knowledge heritage is empowered and not further harmed.” (pg. 50). This is important because it is a step that allows Indigenous knowledges to be included in the science curriculum