PAPER: Teach Indigenous knowledge alongside science
URL: https://doi.org/10.1126/science.adi9606
Teach Indigenous knowledge alongside science
February 2024
Black A, Tylianakis JM 2024. Teach Indigenous knowledge alongside science. Science 383(6683): 592-594.
ABSTRACT
Conflict has grown around Indigenous knowledge in education policy. There has been growing acceptance of the value of Indigenous knowledge for promoting ecological resilience, transformational approaches in stewardship, and cultural renewal within global fora such as the Intergovernmental Panel on Climate Change. However, despite increasing acceptance at a strategic high level in science-informed policy, there is often a lack of wider acceptance, application, and policy protections of Indigenous knowledge transmission in more local settings, including opposition by some scientists. We argue that Indigenous knowledge can complement and enhance science teachings, benefitting students and society in a time of considerable global challenges. We do not argue that Indigenous knowledge should usurp the role of, or be called, science. But to step from “not science” to “therefore not as (or at all) valuable and worthy of learning” is a non sequitur, based on personal values and not a scientifically defensible position.
KEYWORDS
Indigenous knowledge; Education policy; Ecological resilience; Cultural renewal; Science-informed policy; Mātauranga Māori; Knowledge transmission; Pedagogy
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| Field | Value |
|---|---|
| Data last updated | unknown |
| Metadata last updated | 8 July 2024 |
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| License | CC-BY-4.0 |
| Created | 2 years ago |
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| Package id | c751f35c-34ab-432d-930b-5289bb721ce4 |
| Position | 0 |
| State | active |