Shared understandings of scientific knowledge as a protective factor within Northern Manitoba Aboriginal communities
Primary researchers
Dr. Paul Betts, Faculty of Education and Extended Learning, University of Winnipeg; Dr. Beverley Bailey, Faculty of Education, Brandon University
Description of proposed research
This study fits into "tier c" of the Letter of Intent. The complex interweave between Aboriginal and Western influences within a Northern Manitoba community is likely a risk factor for developing and implementing pedagogic practices that foster success of Aboriginal students in science. On the other hand, teachers' with clearer understandings of Aboriginal cosmologies in relation to Western scientific knowledge are likely a protective factor, since pedagogic decisions are more likely to account for the specific cultural and community based learning needs of Aboriginal students. We propose to use an ultramodern Western metaphor for knowing, namely complexity theory, to illuminate our understanding of Aboriginal cosmologies in relation to Western scientific knowledge, which can be used to facilitate cultural border crossing by science educators and Aboriginal students and lead to pedagogic practices that improve the success of Aboriginal students in science. Research methods will hinge on the use of complexity theory as a tool to respectfully interpret the stories of Elders and other community members, in order to build and disseminate a body of knowledge representing traditional Aboriginal understandings (in relation to Western science) within each community.
Collaborating partners
Ken Paupanekis, Superintendent, Norway House
Roy Mason, School counselor and Band Councilor, St. Theresa Point
Joe Garson, School counselor, Split Lake
Mervin McKay, Principal, Thompson
