[PDF] Science And Native American Communities eBook

Author : Keith James
Publisher : U of Nebraska Press
Page : 188 pages
File Size : 36,46 MB
Release : 2001-01-01
Category : Social Science
ISBN : 9780803276154

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Education among American Indians has lagged behind that of almost all other groups in both the United States and Canada, and it generally has not offered what Indian communities need. It is this disturbing state of affairs?along with the intractable realities, unexamined assumptions, and cultural conflicts and misunderstandings behind it?that Science and Native American Communities confronts. Representing an unprecedented gathering of Native American professionals working in the sciences and advanced technology, the book combines theory and practice, firsthand experience and strategic thinking, in a provocative exploration of the uneasy meeting ground between science and Native American communities. In highly personal, deeply informed, and frequently moving essays, the authors wrestle with a legacy of mistrust and violence. They ask: Is a common ground between science and Native America possible? The problems and prospects that emerge from such a meeting, and that these essays address, include the impact of science and technology on Native lands and environment; economic and technological opportunities and challenges for reservation communities; and the differences and similarities between Native and scientific thought and practice. The authors not only showcase different reactions to the consequences of science, but also energetically propose strategies for renegotiating Native communities' relationships with science, seizing control of their destinies, and moving forward in the twenty-first century.

Author : Gregory Cajete
Publisher : Santa Fe, N.M. : Clear Light Publishers
Page : 336 pages
File Size : 24,2 MB
Release : 2000
Category : Science
ISBN :

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Cajete examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts. Unlike the western scientific method, native thinking does not isolate an object or phenomenon in order to understand it, but perceives it in terms of relationship. An understanding of the relationships that bind together natural forces and all forms of life has been fundamental to the ability of indigenous peoples to live for millennia in spiritual and physical harmony with the land. It is clear that the first peoples offer perspectives that can help us work toward solutions at this time of global environmental crisis.

Author : Nancy Brossard Parent
Publisher :
Page : pages
File Size : 19,65 MB
Release : 2012
Category : Electronic dissertations
ISBN :

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This dissertation provides a critical analysis of three informal science education partnerships that resulted from a 2003-2006 National Science Foundation grant titled, "Archaeology Pathways for Native Learners" (ESI-0307858), hosted by the Mashantucket Pequot Museum and Research Center. This dissertation is designed to contribute to understandings of learning processes that occur within and at the intersection of diverse worldviews and knowledge systems, by drawing upon experiences derived from three disparate contexts: 1) The Navajo Nation Museum in Window Rock, Arizona; 2) The A:shiwi A:wan Museum and Heritage Center on the Zuni Reservation in Zuni, New Mexico; and 3) Science learning camps at the Mashantucket Pequot Museum and Research Center for Native youth of southern New England. While informal science education is increasingly moving toward decolonizing and cross-cutting institutional boundaries of learning through critical thinking and real-world applications, the construction of "science" (even within diverse contexts) continues to be framed within a homogenous, predominantly Euro-American perspective. This study analyzes the language of Western science employed in these partnerships, with particular attention to the use of Western/Native binaries that shape perceptions of Native peoples and communities, real or imagined. Connections are drawn to broader nation-state interests in education, science, and the global economy. The role of educational evaluation in these case studies is also critically analyzed, by questioning the ways in which it is constructed, conducted, and evaluated for the purposes of informing future projects and subsequent funding. This study unpacks problems of the dominant language of "expert" knowledge embedded in Western science discourse, and highlights the possibilities of indigenous knowledge systems that can inform Western science frameworks of education and evaluation. Ultimately, this study suggests that research methodologies and epistemologies that acknowledge and integrate indigenous ways of knowing can advance and broaden Western constructions of science, the academy, and educational research and praxis on a national and global scale.

Author : Nancy Brossard Parent
Publisher :
Page : 492 pages
File Size : 25,28 MB
Release : 2012
Category :
ISBN :

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This dissertation provides a critical analysis of three informal science education partnerships that resulted from a 2003-2006 National Science Foundation grant titled, "Archaeology Pathways for Native Learners" (ESI-0307858), hosted by the Mashantucket Pequot Museum and Research Center. This dissertation is designed to contribute to understandings of learning processes that occur within and at the intersection of diverse worldviews and knowledge systems, by drawing upon experiences derived from three disparate contexts: 1) The Navajo Nation Museum in Window Rock, Arizona; 2) The A:shiwi A:wan Museum and Heritage Center on the Zuni Reservation in Zuni, New Mexico; and 3) Science learning camps at the Mashantucket Pequot Museum and Research Center for Native youth of southern New England. While informal science education is increasingly moving toward decolonizing and cross-cutting institutional boundaries of learning through critical thinking and real-world applications, the construction of "science" (even within diverse contexts) continues to be framed within a homogenous, predominantly Euro-American perspective. This study analyzes the language of Western science employed in these partnerships, with particular attention to the use of Western/Native binaries that shape perceptions of Native peoples and communities, real or imagined. Connections are drawn to broader nation-state interests in education, science, and the global economy. The role of educational evaluation in these case studies is also critically analyzed, by questioning the ways in which it is constructed, conducted, and evaluated for the purposes of informing future projects and subsequent funding. This study unpacks problems of the dominant language of "expert" knowledge embedded in Western science discourse, and highlights the possibilities of indigenous knowledge systems that can inform Western science frameworks of education and evaluation. Ultimately, this study suggests that research methodologies and epistemologies that acknowledge and integrate indigenous ways of knowing can advance and broaden Western constructions of science, the academy, and educational research and praxis on a national and global scale.

Author : Robert E. Bieder
Publisher : Univ of Wisconsin Press
Page : 304 pages
File Size : 22,80 MB
Release : 1995-05-01
Category : History
ISBN : 0299145239

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The first comprehensive history of Native American tribes in Wisconsin, this thorough and thoroughly readable account follows Wisconsin’s Indian communities—Ojibwa, Potawatomie, Menominee, Winnebago, Oneida, Stockbridge-Munsee, and Ottawa—from the 1600s through 1960. Written for students and general readers, it covers in detail the ways that native communities have striven to shape and maintain their traditions in the face of enormous external pressures. The author, Robert E. Bieder, begins by describing the Wisconsin region in the 1600s—both the natural environment, with its profound significance for Native American peoples, and the territories of the many tribal cultures throughout the region—and then surveys experiences with French, British, and, finally, American contact. Using native legends and historical and ethnological sources, Bieder describes how the Wisconsin communities adapted first to the influx of Indian groups fleeing the expanding Iroquois Confederacy in eastern America and then to the arrival of fur traders, lumber men, and farmers. Economic shifts and general social forces, he shows, brought about massive adjustments in diet, settlement patterns, politics, and religion, leading to a redefinition of native tradition. Historical photographs and maps illustrate the text, and an extensive bibliography has many suggestions for further reading.

Author : Terri Raymond
Publisher : Home School Brew Press
Page : 38 pages
File Size : 49,74 MB
Release : 2014-06-23
Category : Juvenile Nonfiction
ISBN : 1629173096

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If your child is struggling with social science, then this book is for you; the short book covers the topic and also contains 10 discussion questions, 10 activities, and 20 quiz style questions. This subject comes from the book “First Grade Social Science (For Homeschool or Extra Practice)”; it more thoroughly covers more first grade topics to help your child get a better understanding of first grade social science. If you purchased that book, or plan to purchase that book, do not purchase this, as the activities are the same.

Author : Douglas L. Medin
Publisher : MIT Press
Page : 295 pages
File Size : 30,77 MB
Release : 2014-01-03
Category : Science
ISBN : 0262026627

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Analysis and case studies show that including different orientations toward the natural world makes for more effective scientific practice and science education. The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity—the participation of researchers and educators with different cultural orientations—provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science.

Author : Chip Colwell-Chanthaphonh
Publisher : Rowman Altamira
Page : 214 pages
File Size : 32,61 MB
Release : 2010-11-16
Category : Social Science
ISBN : 075911997X

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This book is about the tangled relationship between Native peoples and archaeologists in the American Southwest. Even as this relationship has become increasingly significant for both "real world" archaeological practice and studies in the history of anthropology, no other single book has synthetically examined how Native Americans have shaped archaeological practice in the Southwest and how archaeological practice has shaped Native American communities. From oral traditions to repatriations to disputes over sacred sites, the next generation of archaeologists (as much as the current generation) needs to grapple with the complex social and political history of the Southwest's Indigenous communities, the values and interests those communities have in their own cultural legacies, and how archaeological science has impacted and continues to impact Indian country.