File Type: Recording of Livestream Panel Discussion
Created by The National Centre for Collaboration in Indigenous Education
Hosted by Dustin Brass
Featuring: Dr. Edward Doolittle (Mohawk); Rockford McKay (Barens River First Nation), Beedahbin Peltier, and Willie Ermine
Source Link: https://www.facebook.com/watch/live/?v=2872719279480561&ref=watch_permalink
Summary
An all-male panel of Indigenous experts in teaching math and science answer from across Turtle Island answer questions that teachers across Canada have about Indigenous Pedagogies and teaching practices targeting mathematics and sciences. The panelists touch on the difficulties in teaching math and science through Indigenous frameworks including conflicting scientific frameworks when comparing Euro-Western and Indigenous perspectives, teacher comfort in teaching science (at all), access to supplies, and the conflict of spiritual and cultural hierarchies between Christian and Non-Christian worldviews.
Discussion of Traditional knowledge and modern teaching, hands-on learning that is relevant to students’ location, the incorporation of land-based education, and language’s impact on teaching and learning lead into conceptualizing holistic education as incorporating the past, present, and future.
Concerns are raised about “Pure Math” programming in schools, which can be described as a stream towards multivariable calculus for niche professions at post-secondary level influencing math curricula construction to overvalue a specialized academic end-point.
Discussion continues to include plant-based education, defining and framing elders as experts, the ways in which creation stories and community histories incorporate questions in math and science, and games for learning the Cree language.
Willie Ermine closes the panel by describing the role of teaching math and science through Indigenous pedagogy as reconciling two worldviews.
Created by The National Centre for Collaboration in Indigenous Education
Hosted by Dustin Brass
Featuring: Dr. Edward Doolittle (Mohawk); Rockford McKay (Barens River First Nation), Beedahbin Peltier, and Willie Ermine
Source Link: https://www.facebook.com/watch/live/?v=2872719279480561&ref=watch_permalink
Summary
An all-male panel of Indigenous experts in teaching math and science answer from across Turtle Island answer questions that teachers across Canada have about Indigenous Pedagogies and teaching practices targeting mathematics and sciences. The panelists touch on the difficulties in teaching math and science through Indigenous frameworks including conflicting scientific frameworks when comparing Euro-Western and Indigenous perspectives, teacher comfort in teaching science (at all), access to supplies, and the conflict of spiritual and cultural hierarchies between Christian and Non-Christian worldviews.
Discussion of Traditional knowledge and modern teaching, hands-on learning that is relevant to students’ location, the incorporation of land-based education, and language’s impact on teaching and learning lead into conceptualizing holistic education as incorporating the past, present, and future.
Concerns are raised about “Pure Math” programming in schools, which can be described as a stream towards multivariable calculus for niche professions at post-secondary level influencing math curricula construction to overvalue a specialized academic end-point.
Discussion continues to include plant-based education, defining and framing elders as experts, the ways in which creation stories and community histories incorporate questions in math and science, and games for learning the Cree language.
Willie Ermine closes the panel by describing the role of teaching math and science through Indigenous pedagogy as reconciling two worldviews.
