Two-way strong: A study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students
Rioux, Joël (2015) Two-way strong: A study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students. PhD thesis, Queensland University of Technology.
The marginalisation that Indigenous secondary students experience in zoology science lessons can be attributed to a chasm they experience between their life in community and the classroom. The study found that the integration of Indigenous and Western science knowledge can provide transformative learning experiences for students which work to strengthen their sense of belonging to community and school. Using action research, the study investigated the integration of both-ways science education into students' zoology lessons. It privileged the community's cultural expertise, practices and connections with students and their families, which worked to enhance student engagement in their learning.
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Ewing, Bronwyn & Cooper, Tom|
|Keywords:||both-ways education, Indigenous science knowledge and education, culturally responsive teaching, Indigenist research framework, two-way teaching, Montessori pedagogy, Linnaean zoology taxonomy, cultural border crossing, cross-cultural school science, Indigenous community-based science resources|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Institution:||Queensland University of Technology|
|Deposited On:||13 Jul 2015 01:12|
|Last Modified:||08 Sep 2015 05:22|
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