Chien-Lung Wang Ju-Hui Chang Department of Education, NTTU

1. Reconstructing Partnership between University and Schools for Indigenous Culturally Responsive Science Curriculum Development Chien-Lung Wang Ju-Hui Chang Department of Education, NTTU

2. I. Introduction • Action research • Built partnership locally in 06-07 • NTTU, communities, museum, schools • The Botanical World of Ami People • Disadvantages, disconnections • 08-09 • Reflected globally • Reconstructing partnership locally

3. Reflected globally • Further literature review/WIPC:E 2008 • Learning indigenous culture in education • Indigenous peoples’ right, affirmed by UN • “The right to be indigenous” is the prerequisite • Decolonizing methodologies (Smith, 1999) • Culturally responsive science curriculum • University of Alaska Fairbanks, USA • University of Saskatchewan, Canada • Association of Native Educators • Culture guidelines and curriculum materials

4. Reconstructing partnership locally • From the global context • Strategies affirmed • Building partnership of indigenous educators • Integrating resources protected by law • Strategies identified • Establishing web-site for partnership • Developing curriculum guidelines • For culturally responsive science curriculum development

5. II. Indigenous Culturally Responsive Science Curriculum • Multicultural science education • Western-centric science was challenged • Equity for Indigenous students • Three approaches • Place-based science curriculum • Culturally responsive science curriculum • Culture-based science curriculum • The extent of emphasizing indigenous culture

6. 1. Definition of CRSC • Integrate native and western knowledge system around science topics • Enhance the cultural well being and scientific skills • Schools recognize and make connection to the understandings students • Recognize multiple ways of viewing, structuring and transmitting knowledge • Insights and limitation

7. 2. Integrating IK & WS • Social goals • harmony with vs. power over nature • Intellectual goals • coexistence with vs. explain mystery • Association with human action • subjectively related vs. decontextualized • General perspective • holistic vs. manipulative • Validity • survival vs. predictive (Aikenhead, 2006)

9. Two circles • Native knowledge • Make prominent part of schooling • Western science • Connect western knowledge to local knowledge • Common ground • Can be achieved with both systems • The foundation for integration

10. Four dimensions • Organizing principles • holistic/ unified/ part to whole • Habits of mind • respect/ open-mindedness/ skepticism • Skills and procedures • practical experimentation/ empirical observation/ hypothesis falsification • Knowledge • Integrated/plant & animal/ discipline-based

11. 3. Curriculum Development in Alaska • AKRSI, UAF • Partnership: 176 schools of 20 districts • 5 geographical, 16 language regions • Associations of Native Educators • 7 Culture Guidelines • Adopted by Alaska DOE • Supplement for State Guidelines • Standard-based teaching materials • Alaska Native Knowledge Network

12. 4. Curriculum Development in Canada • Manitoba • Integrating Aboriginal Perspective into Curriculum • K-12 Aboriginal Languages & Cultures • Science Curriculum • Identify one example of Aboriginal tool for each of 6 types of simple machines • Fire drills—pulley systems

13. University of Saskatchewan • 6 teachers • Rekindling Traditions • Cross-culture science & Technology • Snow shoes, wild rice, trapping, night sky • Nature hidden gift, survival in our land

14. III. Reconstructing Partnership for Indigenous Culturally Responsive Science Curriculum Development in Taitung, Taiwan

15. 1.Building Partnership: 06-07 • National Science Council: Funding • RCSMTLIC, NTTU • Elders of Ami communities • Produce the cultural artifact • Museum • Schools mainly in Tonhe Township • 100 teachers & 1000 students

17. The Botanical World of Ami People • Museum based exhibition • 2-hour tour and learning activities • 8 units • written explanation, pictures • cultural artifacts made by elders • films demonstrated by elders • and interesting operative models

18. Ami elders from Dulan making bark clothes

19. Ami elder making Bamboo Bombs

20. National Museum of Prehistory(Oct.,06-Apr.,07)

21. National Museum of Science and Technology in Kaohsiung(May-Aug., 07)

22. Operating models of traps and toys

23. #1 Ami traditional house: Botanical building materials

24. Yallow ratton 茅草 五節芒 櫸木

26. #2 Bark clothes: Organizational structure of Broussonetia Papeyrifera and Vascular Plants

27. #3 Dioscorea Rhipogonioides Oliv. and Fishing Net－Colloid and Tannic Acid

28. #4 Bamboo bombs－Calcium Carbide adds water to produce AcetyleneCaC2 +H2O == C2H2+Ca(OH)2

29. #5 Traps: Use of woolly-flowered persimmon and bamboo to store elastic energy

30. #6 Natural anesthetic: Millettia pachycarpa Benth & Rotenone Preventing Nerve’s Dopamine

31. #7 Traditional pickling meat and smoking meat Siraw Kiru

32. #8 Toys: the transformation of energy

33. The Approach • Contrast with Aikenhead(2000) • Elders vs. teachers • Similar to Aikenhead (2002) , Barnhardt & Kawagley (2005) • First described in indigenous terms • Way of living • Then explained in western science • Reviewed by faculty members of Dep. of Science Ed.

34. The training of guides

35. Museum based indigenous science activities

36. 2.Reconstructing Partnership: 08-09 • Locally developed project • Had little idea about global development of indigenous peoples’ rights and curriculum • Contrast with AKRSI of UAF • Culture guidelines well developed • Well organized • Partnership with 176 schools • Associations of Native Educators • Throughout Alaska

37. Disadvantages #1 • CIER- State-wide project for Council of Indigenous Peoples • 100 resource centers and classrooms • Partnership between schools and educators hadn’t been organized • Most teachers are not indigenous • Not easy to incorporate culture • One-time museum activities

39. Action Strategies #1 • Reconstructing Partnership • Not only Ami educators • Educators of each indigenous groups • Who really care and are experienced • With government’s resource • Protected by Indigenous Education Act • Web-site for the Partnership • ANKN of UAF

40. Context of Taiwan • Indigenous peoples of Taiwan • 2% of the population • Identity constructed after 1987 in the indigenous movement • Constitutional Amendment of 1997 • Indigenous education Act in 1998 • Resources were protected, but were scattered • also indigenous educators

41. Context of Taitung • 60 of 90 schools are in indigenous area • one-third of students are indigenous • Indigenous students: 36% • Ami 45% (4257) • Paiwan 22% (2015) • Bunun 13% (1193) • Indigenous educators: 15%

42. Integration of resources • Human resources • 20 senior indigenous educators • The consciousness of decolonization • Committee/ decision-making collectively • Center & Classroom for indigenous ed. • 3 centers and 26 classrooms at 29 schools • Funding • 6 million NT$ per year • 3-year mid-term planning

43. Integration of resources • School-based indigenous activities • Partnership of 18 schools • 7 Ami • 3 Bunun • 5 Paiwan • 1 Puyuma • 2 Dao • Existing activities develop stably at schools

45. Disadvantages #2 • Contrast with AKRSI of UAF • Culture Responsive School Standards • Developed and adopted • Contrast with Manitoba, Canada • Guidelines for integrating aboriginal perspective into science curriculum • There is no such guidelines in Taiwan

46. Action Strategies #2 • With guidelines • Curriculum implemented seriously • Enhance the need for units offered • The Botanical World of Ami People • The guidelines are prepared • Mainly refer to the one of Manitoba • Put into discussion by partner educators • “The Botanical World of Ami People”

47. Conclusion • Partnership building from 06 to 07 • Mainly university ,community and museum • Locally developed • Partnership reconstructing from 08-09 • Reflected globally, reconstructed locally • Constructing partnership of indigenous educators • Reclaiming rights and integrating resources • Developing the curriculum guidelines • Stronger foundation for indigenous culturally responsive curriculum development

48. Thanks for Your Listening