Knowing Home Braiding Indigenous Science with Western Science Book 1 Contents

Contents List of Figures Foreword Preface Contributing Authors Part I . Theoretical , Historical and Foundations Cha ) ter Braiding Indigenous Science with Western Science Chapter Why Transforming the Science Curriculum is Necessary for Aboriginal Students Cha Cha ) ter Coming to Know A Framework for Indigenous Science Education ) ter Creating Change Instructional Strategies Teacher Education Teaching Science in Rural Aboriginal and Urban Multicultural Schools Cha ) ter Representations of Indigenous Science in Textbooks Curriculum Resources and Government Documents Part II . Understanding and Acknowledging Indigenous Science Chapter Indigenous Science Proven Practical and Timeless Chapter A Window into the Indigenous Science of Some Indigenous Peoples of Northwestern North America Part III . Understanding Children Ideas , Beliefs and Cha ) ter When Uncles Become Killer Whales Bridging Indigenous Science Western Science and Cha ) ter Changing Students Perceptions of Scientists the Work of Scientists and Who Does Science Part IV . Science Curriculum Cha ) ter 10 Seasonal Wheel The Ebb and Flow of Life ) ter 11 Monev from the Sea A Indigenous Science Chapter 12 ( Fish ) Stories Elders Told Me xi xiii xvi 12 32 48 67 80 94 116 133 149 149 155 165

Cha ) ter 13 How We Do Things The Development and Evaluation of 177 Curriculum Cha ) ter 14 is our Textbook and Curriculum Guide 193 Science and ) of Life 193 Cha ) ter 15 Git , Plant Project Bridging the Gap between Generations 215 Appendix A Curriculum Connections 227 Appendix Selected Curriculum Websites 239 Appendix Selected Indigenous Science Books 241 Appendix Research Project and Graduate Program 243 Appendix Images 246 Endorsements 267 History 268

List of Figures List of Figures Panel consensus on Canadian science priorities . Three dimensions of science education with the sustainability sciences as the foundation . a fish wheel showing holding pen . Full size northern style dugout canoe with high , rectangular shaped prow and stem . whaling canoe . Coast canoe for general travel and transport of goods . a canoe . Birch bark canoe . canoe . village . The framework of a large house with beams in the village of on Village Island , near ( Alert Bay ) The framework of a large house with beams in the village of on Village Island , near ( Alert Bay ) Raising a massive house beam along a skid using levers , wedges , fulcrum , ropes , and manpower . Crib to lift house beam . Stripping the bark from only one side of the red cedar tree . Berry picking basket , woven with cedar root and cedar splints . Baby cradle . Birch bark basket . snowshoes for a child . Garry Oak Meadow with Blue plant . Figure Blue roots and bulbs . Figure Tracey Island clam garden showing raised wall . Figure Families depicted in clam garden . Figure Cooking butter clams in a cedar bentwood box in Deep Harbour . re , il ?

Figure Curious codfish following twirling lure to waiting fishermen at the surface . Traditional . Figure Reef net of the EC ( Saltwater people . Figure Herring spawn culture . Figure Northern Rice Root Lily . Clover . Figure Pacific Silverweed . Figure Northern Rice roots and seed pod . Pacific Silverweed roots . Figure Clover roots . viii I List of Figures

Idealized salt marsh . Memorial pole by master carver ( Willie Seaweed ) portraying Thunderbird and Wild Woman of the Woods . School students march in full regalia at Salmon Festival . Drawing by Grade male student . Drawing by Grade female student . Drawing by Grade female student . Drawing by Grade female student . Drawing by Grade student . Drawing by Grade female student . Seasonal wheel chart . a long mollusk of the class . Cross section of burrowing into sandy bottom sediments . Members of an village barter strings of for iron Chisels . Map depicting extent of trade . Sioux woman photographed in 1908 wearing a dress adorned with shells . Braided hair adorned with shells . shells dangle from the braids and form a necklace for a Sioux doll . Beaded headdress . broom lowered to the shell beds by adding extensions to the handle . Phil broom outfitted with a weighted board . In the Sea Urchin , an , scans the sandy sea bottom for . is lowered overboard from a winch to land on the sea bottom , where he observed the broom at work . Drawing by student of a implement or technique . Barbeque and salmon . an half smoked after being smoked for to days . Stages of an life from juvenile to spawning . Model of a ( conical net ) used with the class . re Figure Traditional ( fishing . Figure Extremely high pit of . Arthur Dick and carrying a tub of . Figure Richard Smith dumping a tub of into a pit . Figure Barbara sits in front of a loaded pit . Miniature si ( cooking box ) Students checking out the tools and miniature cooking box . Figure Skimming the in . Figure ( skimmer ) showing an eagle wing and . List of Figures ix

na given away at Arthur Dick nagila ( grease potlatch ) memorial for his late aunt Lucy Brown . Arthur Dick sister Daisy Joseph , daughter Vera Newman and aunties , Ethel Alfred , Stella , and cousin Christine Taylor holding grease spoons and wolf feast dish at a nagila he hosted . Ceremonial instruments of the . The drum is a hollowed out cedar log , and sits up to 12 drummers on either side . Figure dancer wearing raven mask during . re . Figure master carver Bruce Alfred painting a bentwood box . David demonstrates how to make cedar planks . Figure Simple machines used to make cedar planks . Figure Student displays a cedar plank . Figure Students practice making cedar planks . Splitting a plank from a standing cedar tree . Figure Splitting cedar planks . Figure Students putting designs on their cedar bentwood boxes . Completed cedar bentwood boxes with designs . Figure Student example of food energy flow . Figure Student example of Ecological Pyramid . Figure Student measuring skunk cabbage with a ruler in the field notebook . Harvesting with at Elder Archie . Figure Harvested Devil Club by student . List of Figures

We gratefully acknowledge and honour the territory and the lands on which the project originated the ( and ( xi Foreword It is a thrill for me to see this book and to know that it will be a readily available reference for learners and educators alike . At a time when Canadians are finally embarking on a journey of Truth and Reconciliation with Aboriginal Peoples , this insightful edited volume is both timely and critically important . Together , the and authors , almost all of them Aboriginal , present multiple useful paths towards identifying and recognizing two huge in the Canadian educational system to date . One is the abysmal failure of many schools to provide quality education for Aboriginal children and youth , particularly in the areas of science , technology and health . This situation is reflected today in the marked underrepresentation of Aboriginal students participating in university level programs in these areas , and , further , in the dearth of professional scientists from Aboriginal communities across the country . The second gap , equally lamentable , is that students of mainstream western science and technology have been deprived of learning about the immense body of Indigenous scientific knowledge , perspectives and applications acquired and built over generations of dwelling in particular places . Knowing Home will be a wonderful resource that will bring all Canadians to a higher level of understanding in these two areas . Nancy Turner , Professor Emeritus and Fellow School of Environmental Studies University of Victoria Foreword

Preface The Aboriginal Knowledge and Science Education Research Project was a collaborative venture between the Aboriginal Education Enhancements Branch of the British Columbia Ministry of Education ( Canada ) and the University of Victoria ( Canada ) and was created to address issues associated with the of Aboriginal peoples in the sciences . The project had a purpose ( to broadly describe why Aboriginal students are in high school science biology , chemistry , and physics classrooms , to find ways to improve significantly their involvement and achievement in both elementary and high school science leading to , and ( encourage Aboriginal people to consider science and health related occupations . According to ( 1999 ) Native science evolved in relation to places and is therefore instilled with a sense of place . Therefore , the first frame of reference for Native science curriculum is reflective of their place ( 47 ) Thus , a key component of the research project was to document the Aboriginal science knowledge of specific home communities and to construct an epistemological framework and pedagogical orientation for developing school science programs pertaining to the learning and use of scientific knowledge in the local Indigenous community . It is anticipated that the project will contribute to the realization of increased participation of Aboriginal peoples in the sciences by generating ( a ) understanding of the underlying reasons for the lack of participation in upper level sciences courses , knowledge about the lack of participation of Aboriginal people in science and health related careers , knowledge of the Indigenous Science of British Columbia Aboriginal peoples , knowledge about how children of Aboriginal ancestry have a worldview other than the Western scientific worldview , significant research opportunities for Aboriginal graduate students , research partnerships amongst Aboriginal and teachers and scholars , directions for leadership and career opportunities in science for Aboriginal graduate students , and ( more effective science education curricula and programs by and with Aboriginal scholars and Aboriginal communities to be developed , implemented and evaluated . With the aging population of the Elders in the community , Indigenous Science ( IS ) knowledge is vulnerable and the urgency to research and document this knowledge is vital to Indigenous peoples and to the global society . We take the View that unless IS is acknowledged as science , Western Science ( will continue to completely dominate the science curriculum , and IS will continue to be excluded or given inclusion at best . Thus , we take the view that IS and can side by side in the science classroom . Building a Community of Researchers By working with Indigenous graduate students , rather than with practiced researchers , this project was unique in that it was designed to provide opportunities for Indigenous peoples to participate in a research project . Although this was an important key element of the research project , it had challenges of working with a cadre of inexperienced graduate students , many of whom were at the beginning stages of taking graduate level research courses . In an attempt to address the stated purpose of this research , the research team developed an implementation strategy consisting of the following elements ( a ) build culturally appropriate research skills amongst graduate students ( collect and analyze what Indigenous knowledge based curriculum materials and programs already exist ( design a graduate level program of courses to teach basic research techniques and concepts associated with the project and ( locate and encourage networks with and amongst researchers and research centres focusing on Indigenous Preface I xiii

knowledge and science education projects . Seven Indigenous graduate students and two graduate students volunteered to research specific components of the project deemed relevant to their personal career goals and the needs and goals of their home communities . During the summer of 2004 , an Graduate Program in Environmental and First Nations Education was offered to both Aboriginal and students in ( Alert Bay ) British Columbia , home of the people . The , against enormous pressures , have remained close to the essence of their traditional and still viable . Like other Indigenous peoples who retain their traditional identity , they are in a position to share many of their beliefs and values . They teach through a wide range of means and expressions , and their relationship to the larger society . A key tenet was that environment and culture could not be considered separately , there could be no course on culture that was not also about the environment . Common experiences included direct experiences with Elders and scientists , and conducting archival and research associated with historical events related to colonization and . The aim of this graduate program was to bring together Aboriginal and persons to work together in learning about the forest and ocean environments , respecting the cultures of Aboriginal people , and educating future citizens to make wise decisions regarding sustainable communities and environments . The design of the program and courses followed Indigenous ways of learning learning by being on the land learning together by forging a sense of community within the program learning from the expertise of First Nations communities and the university community . Because the majority of graduate students were teachers , the program was developed to take place in three summer sessions ( Snively , 2006 Snively Williams , 2006 ) See Appendix for a more elaborated description of the research project and graduate program ) Walking Forward Since Indigenous peoples have developed approaches to sustaining both community and environment , Elders and young people are concerned that this rich legacy of Indigenous Science with its wealth of environmental knowledge and the wisdom of previous generations could disappear if it is not respected , studied and understood by today children and youth . A perspective where relationships between home place and all other beings that inhabit the earth is vitally important to all inheritors of ancient Indigenous Knowledge and wisdom , and newcomers who can experience the engagement , joy and promise of science instilled with a sense of place . This book takes a step forward toward preserving and actively using the knowledge , stories , and lessons for today and future generations , and with it a worldview that informs everyday attitudes toward the earth . Over the past two decades many jurisdictions worldwide have placed Indigenous Knowledge in their science curricula , for example New Zealand , Australia , and in the United States , Alaska , i , New Mexico and Washington . In the spirit of reconciliation , a number of ministries of education and departments of education in Canada have increasingly recognized Indigenous Knowledge as fundamental content in school science . Indigenous Science encourages a welcoming and interested attitude toward the local , the timeless , and the emotional . All science educators must strive to design new curriculum that represents a balanced perspective , exposing students to multiple ways of understanding science . Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the century . Knowing Home Books and xiv Preface

Knowing Home Braiding Indigenous Science with Western Science is far more than a set of research papers or curriculum studies . The project outputs include both , but they are incorporated into a theoretical structure that can provide the methodological basis for future efforts that attempt to develop culturally responsive Indigenous Science curricula in home places . It is not just one or two angels to organize , but multiple interwoven approaches and cases that give this project its exceptional importance . Thus , the project outputs have been organized into two books . Book provides an overview of why traditional knowledge and wisdom should be included in the science curriculum , a window into the science and technologies of the Indigenous peoples who live in Northwestern North America , Indigenous worldview , culturally responsive teaching strategies and curriculum models , and evaluative techniques . It is intended that the rich examples and cases , combined with the resources listed in the appendices , will enable teachers and students to explore Indigenous Science examples in the classroom and in addition , support the development of culturally appropriate curriculum projects . Book provides supportive research , case studies and commentary that extends and enriches the chapters presented in Book . The chapters provide rich descriptions related to Indigenous cultural beliefs and values an Aboriginal concept of time transforming teacher thinking about Indigenous Science the use of digital video as a learning tool for secondary Aboriginal students the perceptions and experiences of post secondary Aboriginal students during science instruction a concept of knowledge of most worth , and a study of successful Aboriginal students in secondary science . REFERENCES , 2007 ) Indigenous knowledge and science Studies of Science Education , 2012 ) Sacred ecology ( New York . 1999 ) Igniting the sparkle An Indigenous science education model . Press . 1995 ) Science education in a multiscience perspective . Science Education , 79 ( Snively , 2006 ) The Aboriginal knowledge and science education research project . Canadian Journal of Native Education , 29 ( Snively , Williams , 2008 ) Coming to know Weaving Aboriginal and Western Science knowledge , language , and literacy into the science classroom . Studies in Language and Literature , Preface

This work has evolved as a creative collaboration of many individuals whose encouragement and support became instrumental in the production of this book . The editors gratefully acknowledge all those who made this book possible . We are especially thankful to the participants of the 2003 conference at Lodge for their oral and written contributions to the Vision statement . Their inspiring thinking and continuing quest for a science curriculum honours Indigenous people everywhere . The Aboriginal Knowledge and Science Education Project would not have been possible without representatives , encouragement and support from the Ministry of Education , the University of Victoria , school districts , Elders , community resource persons and responsive graduate students . A very special thanks is extended to Rick Kool ( Royal Roads University ) for helping to supervise graduate students , review specific articles , and engage in numerous constructive discussions with students and the editors regarding and TEK . We gratefully acknowledge Glen ( University of ) for engaging in numerous scholarly discussions regarding IK , IS , and TEK , and for meticulous editing of manuscripts . We also gratefully acknowledge John ( instructor , University of Victoria ) for reviewing all the manuscripts , and for continuous support and guidance throughout the project . Very special thanks are also extended to Vera Newman the Elder and resource person coordinator for the ( Alert Bay ) summer sessions . We gratefully acknowledge Chief me Bill and all those who opened their homes and community to our graduate program and offered their advice and assistance . We also thank Chief Edwin Newman , Pauline Alfred , Chief Pat Alfred , Mam xu Auntie Ethel Alfred , Ga Flora Cook , Christine Joseph , Nella Nelson , William , and Michael Berry ( marine biologist ) Paul Spong ( whale researcher ) and David ( anthropologist ) who shared their considerable knowledge and wisdom with our graduate students . We also thank am Gilbert Cook and Vicki Cook , and Chief lis Roy who took us on overnight camping field trips on their seine boats , and filled us many times with delicious salmon roasted over an open fire . We also thank all those ( wise ones ) who shared and allowed their knowledge to be recorded for our use and benefit . We also thank guest speakers Hall ( then Dean of the Faculty of Education ) and Rajesh Tandan ( Society for Participatory Action Research in Asia , New Delhi ) for travelling to ( Alert Bay ) and delivering an inspiring talk and workshop giving new meaning to academic research by redefining relationships between the researcher and the researched subjects . The collaboration also included Ed ( Sim ii ) past Director of Instruction , School District 92 , a . Project affiliates include the First Nation ( Alert Bay ) Band Council ( Fort Rupert ) the West Shore Centre for Learning and Training ( Victoria ) the First Nations Education Division of the Victoria School District , the Valley School District , the ( School Board , and the Alert Bay Marine Research Laboratory Society . We are grateful for the permission to adapt an article from Green Teacher Journal that has contributed to a timely and more complete picture of culturally responsive Indigenous Science Education in Chapter 11 by Gloria Snively , Money from the Sea A Indigenous Science Activity . We are thankful to those who helped supervise graduate students and provided thoughtful feedback and inspiration on their progress during the project Leslie Francis , Tim , and Ted . We are also thankful to those who read chapters and offered feedback June Wyatt ( Simon University ) Ted ( Aboriginal Enhancements Branch , Ministry of Education ) Dwayne Donald ( University of ) Frank Elliott xvi

( University of ) Trish ( Aboriginal Enhancements Branch , Ministry of Education ) Nancy Turner ( University of Victoria ) and Jean Wilson ( reviewer ) We are grateful to Jane , a skillful and patient editor and good friend . We are grateful to and the staff in the Copyright and Scholarly Communication Office at the University of Victoria Libraries , for their thoughtful guidance and support during the production phase of the book . Last , but not least , we acknowledge the hard work , inspiration , and dedication of all those graduate students who conducted research , completed graduate degrees , and contributed chapters for this book . Our would not be complete without paying tribute to the late Yup ik science educator and scholar , Oscar , who taught one of the graduate courses in . asserts that strong bridges are built by examining the collective ways people in and Indigenous cultures experience and make sense of their natural worlds . Words can not capture his inspired teachings and gentle spirit , but the wisdom of his stories will be with us always as we strive to find new approaches to science education that invite all students to participate by articulating a cultural approach to science . Last , we are grateful to Laura for providing us with several of her spontaneous ink drawings that appear in this book . Growing up in the ' a community of the a First Nation was formative to Laura work and worldview . She attended a Elementary Secondary School before completing a graduate degree in art from the Ecole des in Paris . She has written and illustrated several titles , including a definitive manual on seabird rescue and rehabilitation . This research was funded in part through grants from the Aboriginal Enhancements Branch of the British Columbia Ministry of Education , the Social Sciences and Humanities Council of Canada , and small grants from the Faculty of Education and the Department of Linguistics at the University of Victoria . The publication of this book was funded by an Open Education Resources grant from .

Contributing Authors Gloria Snively is Professor Emeritus at the University of Victoria where she taught science methods , environmental education , and culture courses . She was Director of the Graduate Program in Environmental Education . For 12 years , she was involved with the Asia Pacific Network whose purpose is to strengthen links between the research community and environmental education in the region . Her work with Indigenous education spans decades and has always been inspired by Indigenous leaders . She enjoyed giving natural history talks and walks to students , teachers , park interpreters , First Nations and community groups for 50 years she prefers to explore forest , ponds and . Lorna Williams walking in peace is Lil wat of the ' First Nation . Her life has been devoted to promoting and restoring Indigenous culture and language . She worked as an Indigenous educator and language specialist for more than 50 years in diverse settings , including Indigenous communities , public schools , and adult education settings . Williams recently retired from the University of Victoria as Canada Research Chair in Indigenous Knowledge and Learning ( with Faculty of Education and Department of Linguistics ) and an associate professor , where she developed and delivered an innovative series of courses on learning and teaching in an Indigenous world . Emily how to place your feet is of the sis Nation , one of the nations . She is a certified language teacher and has been teaching for 12 years at a community driven language class . She has made a commitment to revitalizing the language . John Big Bear helped develop and language and culture programs for the a Schools and university system , and worked with the a Tribal Council on research related to land use and ownership . He also worked with the and First Nations , and taught First Nations education , history and culture courses at the University of Victoria . Donna the dawning of a new day from the First Nation received her BEd from and her MA from UVic . Donna feels it is important for our children to learn Traditional Ecological Knowledge with the creation of a social , science and language arts curriculum . For sixteen years she was a Grade , and language and culture teacher at School in , and is principal of Elementary School in Fort Rupert . Contributing Authors

Irene Isaac strong woman is , a member of the First Nation ( BEd 2000 , MA 2010 , UVic ) Irene worked with the Vancouver School Board , Parks Board , and the First Nation to incorporate local and traditional knowledge into the current curriculum . For 16 years Irene was an intermediate teacher at the School in , and is district principal , Aboriginal Programs for Vancouver Island North . Judith Thompson someone who up pets and children from the Nation . Kinesiology ) Environmental Studies ) Environmental ) She is the Language and Culture Lead for her nation and was a college professor at Northwest Community College in Prince Rupert , She is currently Assistant Professor at the University of Northern British Columbia . Contributing Authors