Pixel International ConferencesPixel International ConferencesThe Calls to Action [1] from The Truth and Reconciliation Commission of Canada clearly states the need to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (p.7, 62.ii). In an attempt to respond to this appeal, we designed and implemented a graduate level course focused on K-12 Science and Indigenous practices, which introduced students to respectful and authentic ways to integrate the teaching of Western Modern Science concepts and Indigenous Science and practices. In the context of the restrictions imposed by the COVID-19 pandemic, the course was delivered online and asynchronously, with a strong hands-on experiential approach through curated home-based experiences and investigations. We utilized the Two-Eyed Seeing principle[2], developed by Elder Albert Marshall of the Mi'kmaw Nation, to encourage students to rethink their approach to curriculum integration in ways that emphasize the strengths of a multiplicity of worldviews. In this paper we describe the content of the course, discussing the pedagogical approaches used and the theoretical foundations underlying our pedagogical decision-making. We also analyze the challenges and opportunities afforded by co-teaching online, the intersectionality of our diverse ethnic backgrounds (new-Canadian Latina and settler, Ojibwee of the Eabametoong First Nation, and Canadian Jewish and settler, respectively) and discuss our perception of students’ growth and struggles with course materials and methods.
Keywords: Indigenization; STEM Education; Teacher Professional Development.
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