Abstracts
Abstract
Motivated by the striking under-representation of Indigenous students in the field of science and technology, the Ontario Ministry of Education has attempted to integrate Aboriginal perspectives into their official curricula in hopes of making a more culturally relevant curriculum for Indigenous students. Using hermeneutic content analysis (HCA), a mixed-method framework for analyzing content, this study examined how and to what extent Aboriginal content is represented in Ontario’s official science curriculum documents. Given that very little has been published in this specific area, this research sheds light on the current state of the representation of Aboriginal cultures in contemporary Canadian science curriculum.
Résumé
Motivé par la sous-représentation marquante des étudiant(e)s indigènes dans les domaines de science et de technologie, le Ministère de l’Éducation d’Ontario essaya d’intégrer des perspectives autochtones dans leur programme officiel dans l’espoir de créer un environnement plus représentatif des particularités culturelles des étudiant(e)s indigènes. En employant l’analyse du contenu herméneutique, un encadrement de méthode mixte pour analyser du contenu, cette étude examina comment et jusqu’à quel point le contenu autochtone est représenté dans les documents officiels des programmes des sciences. Étant donné que très peu eut été publié dans ce domaine, la présente recherche fournit un éclairage sur l’état de la représentation des cultures autochtones dans les programmes contemporains des sciences canadiennes.
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Appendices
Biographical note
EUN-JI AMY KIM is a PhD candidate at McGill University. Her current research interests include Indigenous science education, STEAM education, and aesthetic experiences in Science Education. For her doctoral project, in particular, she is interested in exploring the ways in which Indigenous-related content is represented in the official science curriculum documents in British-descended settler countries, namely Australia, Canada, and New Zealand. She is unpacking the relation these curriculum documents have to a larger colonial historical legacy, and analyzing academics’ and policy makers’ views on Indigenous perspectives within science education.
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10.7202/1000027arAppendices
Note biographique
EUN-JI AMY KIM est une candidate au doctorat à l’Université de McGill. Sa recherche porte actuellement sur l’éducation scientifique des indigènes, l’éducation dans le cadre de STEAM (acronyme anglais signifiant science, technologie, ingénierie, arts, mathématiques) et les expériences esthétiques dans l’éducation de science. Pour son doctorat spécifiquement, elle s’intéresse à explorer les façons par lesquelles le contenu lié aux indigènes est représenté dans les documents officiels des programmes des sciences dans les jadis colonies Anglaise, c’est-à-dire l’Australie, le Canada et la Nouvelle-Zélande, ainsi que éclaircir la relation de ces derniers documents concernant un héritage coloniale plus vaste et analyser les vues des académiciens et décideurs politiques par rapport aux perspectives indigènes dans l’éducation des sciences.