415
Views
1
CrossRef citations to date
0
Altmetric
Literature Review

Systematic evaluation of geoscience education programs that are designed for Indigenous students, or use Traditional Knowledge

ORCID Icon, , ORCID Icon &
Pages 428-441 | Received 01 Dec 2021, Accepted 09 Aug 2022, Published online: 01 Sep 2022

References

  • Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education, 85(2), 180–188. https://doi.org/10.1002/1098-237X(200103)85:2 ≤ 180::AID-SCE50 ≥ 3.0.CO;2-1
  • Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026. https://doi.org/10.1002/sce.20392
  • Bernard, R. E., & Cooperdock, E. H. G. (2018). No progress on diversity in 40 years. Nature Geoscience, 11(5), 292–295. https://doi.org/10.1038/s41561-018-0116-6
  • Bevier, M. L., Evenchick, C. A., Thompson, J. C., & Wyss, J. A. (1997). Making geoscience relevant to First Nations’ students from the north coast of British Columbia. Journal of Geoscience Education, 45(2), 105–108. https://doi.org/10.5408/1089-9995-45.2.105
  • Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y
  • Cajete, G. A. (2005). American Indian epistemologies. New Directions for Student Services, 2005 (109), 69–78. https://doi.org/10.1002/ss.155
  • Calderon, D. (2014). Speaking back to Manifest Destinies: A land education-based approach to critical curriculum inquiry. Environmental Education Research, 20(1), 24–36. https://doi.org/10.1080/13504622.2013.865114
  • Carroll, S. R., Garba, I., Figueroa-Rodríguez, O. L., Holbrook, J., Lovett, R., Materechera, S., Parsons, M., Raseroka, K., Rodriguez-Lonebear, D., Rowe, R., Sara, R., Walker, J. D., Anderson, J., & Hudson, M. (2020). The CARE principles for Indigenous Data Governance. Data Science Journal, 19(1), 43. https://doi.org/10.5334/dsj-2020-043
  • Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993. https://doi.org/10.3102/0034654308323036
  • Chavez, A. F., & Longerbeam, S. D. (2016). Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching. Stylus Publishing, LLC.
  • Cresswell, T. (2015). Place: An introduction. (2nd ed.) Wiley Blackwell.
  • Czujko, R. (2010). Native Americans among degree recipients in physics and geoscience. US Department of Education. Institute of Education Sciences, National Center of Education Statistics. https://www.aip.org/sites/default/files/statistics/minorities/nativeamer-pg-08-1.pdf
  • Dalbotten, D., Ito, E., Myrbo, A., Pellerin, H., Greensky, L., Howes, T., Wold, A., Breckenridge, R., Drake, C., Bucar, L., Kowalczak, C., Lindner, C., Olson, C., Ray, T. J., Rhoades, R., Woods, P., & Yellowman, T. (2014). NSF-OEDG Manoomin Science Camp Project: A model for engaging American Indian students in science, technology, engineering, and mathematics. Journal of Geoscience Education, 62(2), 227–243. https://doi.org/10.5408/12-408.1
  • David-Chavez, D. M., & Gavin, M. C. (2018). A global assessment of Indigenous community engagement in climate research. Environmental Research Letters, 13(12), 123005. https://doi.org/10.1088/1748-9326/aaf300
  • David-Chavez, D. M., Valdez, S., Estevez, J. B., Meléndez Martínez, C., Garcia, A. A., Josephs, K., & Troncoso, A. (2020). Community-based (rooted) research for regeneration: Understanding benefits, barriers, and resources for Indigenous education and research. AlterNative: An International Journal of Indigenous Peoples, 16(3), 220–232. https://doi.org/10.1177/1177180120952896
  • Dublin, R., Sigman, M., Anderson, A., Barnhardt, R., & Topkok, S. A. (2014). COSEE-AK ocean science fairs: A science fair model that grounds student projects in both Western science and traditional Native knowledge. Journal of Geoscience Education, 62(2), 166–176. https://doi.org/10.5408/12-411.1
  • Elkins, J. T., Elkins, N. M. L., & Hemmings, S. N. (2008). GeoJourney: A field-based, interdisciplinary approach to teaching geology, native American cultures, and environmental studies. The Journal of College Science Teaching, 37, 18–28.
  • Engblom-Bradley, C., & Reyes, M. E. (2004). Exploring native science. Science and Children, 41(7), 25–29.
  • Friedel, T. L. (2011). Looking for learning in all the wrong places: Urban Native youths’ cultured response to Western-oriented place-based learning. International Journal of Qualitative Studies in Education, 24(5), 531–546. https://doi.org/10.1080/09518398.2011.600266
  • Gibson, B. A., & Puniwai, N. (2006). Developing an archetype for integrating Native Hawaiian traditional knowledge with Earth system science education. Journal of Geoscience Education, 54(3), 287–294. https://doi.org/10.5408/1089-9995-54.3.287
  • Gilio-Whitaker, D. (2019). As long as grass grows: The indigenous fight for environmental justice, from colonization to standing rock. Beacon Press.
  • Goodluck, C., & Willeto, A. A. A. (2001). Native American kids 2001: Indian children’s well-being indicators data book. Casey Family Programs.
  • Hanks, C. L., Wartes, D., Levine, R., Gonzalez, R., Fowell, S., & Owens, G. (2007). Introducing the geosciences to Alaska natives via the rural Alaska Honors Institute (RAHI). Journal of Geoscience Education, 55(6), 507–513. https://doi.org/10.5408/1089-9995-55.6.507
  • Harbin, M. B., Thurber, A., & Bandy, J. (2019). Teaching race, racism, and racial justice: Pedagogical principles and classroom strategies for course instructors. Race and Pedagogy Journal: Teaching and Learning for Justice, 4(1), 1.
  • Huffman, T. (2010). Theoretical perspectives on American Indian education: Taking a new look at academic success and the achievement gap. AltaMira.
  • Hugo, R. C., Smythe, W. F., McAllister, S., Young, B., Maring, B., & Baptista, A. (2013). Lessons learned from a geoscience education program in an Alaska native community. Journal of Sustainability Education, 5. http://www.jsedimensions.org/wordpress/content/lessons-learned-from-a-geoscience-education-program-in-an-alaska-native-community_2013_06/
  • Johnson, A. N., Sievert, R., Durglo, M., Finley, V., Adams, L., & Hofmann, M. H. (2014). Indigenous knowledge and geoscience on the Flathead Indian Reservation, northwest Montana: Implications for place-based and culturally congruent education. Journal of Geoscience Education, 62(2), 187–202. https://doi.org/10.5408/12-393.1
  • Johnston-Goodstar, K., & VeLure Roholt, R. (2017). “Our kids aren’t dropping out; they’re being pushed out”: Native American students and racial microaggressions in schools. Journal of Ethnic & Cultural Diversity in Social Work, 26(1-2), 30–47. https://doi.org/10.1080/15313204.2016.1263818
  • Keith, J. F., Stastny, S. N., & Brunt, A. (2016). Barriers and strategies for success for American Indian college students: A review. Journal of College Student Development, 57(6), 698–714. https://doi.org/10.1353/csd.2016.0069
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
  • Krouse, S. A. (1999). Kinship and identity: Mixed bloods in urban Indian communities. American Indian Culture and Research Journal, 23(2), 73–89. https://doi.org/10.17953/aicr.23.2.t873w4u467p52349
  • Lemus, J. D., Seraphin, K. D., Coopersmith, A., & Correa, C. K. V. (2014). Infusing traditional knowledge and ways of knowing into science communication courses at the University of Hawai‘i. Journal of Geoscience Education, 62(1), 5–10. https://doi.org/10.5408/12-416.1
  • Liboiron, M. (2021). Pollution is colonialism. Duke University Press.
  • Long, J. W., Lake, F. K., & Goode, R. W. (2021). The importance of Indigenous cultural burning in forested regions of the Pacific West, USA. Forest Ecology and Management, 500, 119597. https://doi.org/10.1016/j.foreco.2021.119597
  • Mack, E., Augare, H., Different Cloud-Jones, L., Davíd, D., Quiver Gaddie, H., Honey, R. E., Kawagley, A. O., Little Plume-Weatherwax, M., Lone Fight, L., Meier, G., Pete, T., Rattling Leaf, J., Returns From Scout, E., Sachatello-Sawyer, B., Shibata, H., Valdez, S., & Wippert, R. (2012). Effective practices for creating transformative informal science education programs grounded in Native ways of knowing. Cultural Studies of Science Education, 7(1), 49–70. https://doi.org/10.1007/s11422-011-9374-y
  • Mannel, S., Winkelman, K., Phelps, S., & Fredenberg, M. (2007). Applications of a GIS program to tribal research: Its benefits, challenges and extensions to the community. Journal of Geoscience Education, 55(6), 574–580. https://doi.org/10.5408/1089-9995-55.6.574
  • Markstrom, C. A. (2011). Identity formation of American Indian adolescents: Local, national, and global considerations. Journal of Research on Adolescence, 21(2), 519–535. https://doi.org/10.1111/j.1532-7795.2010.00690.x
  • Matsumoto, G. I., Needham, C., Opheim, M., & Chen, G. (2014). A collaborative and mutually beneficial tribal marine science workshop format for tribal natural resource professionals, marine educators, and researchers. Journal of Geoscience Education, 62(1), 74–85. https://doi.org/10.5408/12-405.1
  • Medin, D. L., & Bang, M. (2014). Who’s asking?: Native science, western science, and science education. MIT Press. https://books.google.com/books?id=4lNfAgAAQBAJ
  • Nam, Y., Karahan, E., & Roehrig, G. (2016). Native American students’ understanding of geologic time scale: 4th–8th grade Ojibwe students’ understanding of Earth’s Geologic History. International Journal of Environmental and Science Education, 11(4), 485–503.
  • Nelson, R. G., Rutherford, J. N., Hinde, K., & Clancy, K. B. H. (2017). Signaling safety: Characterizing fieldwork experiences and their implications for career trajectories. American Anthropologist, 119(4), 710–722. https://doi.org/10.1111/aman.12929
  • Office of Elementary and Secondary Education, Office of Indian Education. (2021, August 25). Eligibility. https://oese.ed.gov/offices/office-of-indian-education/indian-education-formula-grants/eligibility/
  • O’Keefe, V. M., Wingate, L. R., Cole, A. B., Hollingsworth, D. W., & Tucker, R. P. (2015). Seemingly harmless racial communications are not so harmless: Racial microaggressions lead to suicidal ideation by way of depression symptoms. Suicide & Life-Threatening Behavior, 45(5), 567–576. https://doi.org/10.1111/sltb.12150
  • Packard, B. W.-L. (2015). Successful STEM mentoring initiatives for underrepresented students: A research-based guide for faculty and administrators. Stylus Publishing, LLC.
  • Palmer, M. H., Elmore, R. D., Watson, M. J., Kloesel, K., & Palmer, K. (2009). Xoa: Dau to Maunkaui: Integrating indigenous knowledge into an undergraduate earth systems science course. Journal of Geoscience Education, 57(2), 137–144. https://doi.org/10.5408/1.3544247
  • Paperson, L. (2014). A ghetto land pedagogy: An antidote for settler environmentalism. Environmental Education Research, 20(1), 115–130. https://doi.org/10.1080/13504622.2013.865115
  • Reano, D. (2020). Using Indigenous research frameworks in the multiple contexts of research, teaching, mentoring, and leading. The Qualitative Report, 25(11), 3902–3926. https://nsuworks.nova.edu/tqr/vol25/iss11/8
  • Ricci, J. L., & Riggs, E. M. (2019). Making a connection to field geoscience for Native American youth through culture, nature, and community. Journal of Geoscience Education, 67(4), 487–504. https://doi.org/10.1080/10899995.2019.1616273
  • Riggs, E. M. (2005). Field‐based education and indigenous knowledge: Essential components of geoscience education for Native American communities. Science Education, 89(2), 296–313. https://doi.org/10.1002/sce.20032
  • Riggs, E. M., & Riggs, D. M. (2003). Cross-cultural education of geoscience professionals: The conferences of the Indigenous earth sciences project. Journal of Geoscience Education, 51(5), 527–535. https://doi.org/10.5408/1089-9995-51.5.527
  • Riggs, E. M., Robbins, E., & Darner, R. (2007). Sharing the land: Attracting Native American students to the geosciences. Journal of Geoscience Education, 55(6), 478–485. https://doi.org/10.5408/1089-9995-55.6.478
  • Royse, D., Thyer, B. A., & Padgett, D. K. (2016). Program evaluation: An introduction (6th ed.). Cengage.
  • Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska native undergraduates. Journal of Geoscience Education, 53(2), 149–157. https://doi.org/10.5408/1089-9995-53.2.149
  • Semken, S. C., & Morgan, F. (1997). Navajo pedagogy and Earth systems. Journal of Geoscience Education, 45(2), 109–112. https://doi.org/10.5408/1089-9995-45.2.109
  • Semken, S., Ward, E. G., Moosavi, S., & Chinn, P. W. U. (2017). Place-based education in geoscience: Theory, research, practice, and assessment. Journal of Geoscience Education, 65(4), 542–562. https://doi.org/10.5408/17-276.1
  • Sigman, M., Dublin, R., Anderson, A., Deans, N., Warburton, J., Matsumoto, G. I., Dugan, D., & Harcharek, J. (2014). Using Large Marine Ecosystems and cultural responsiveness as the context for professional development of teachers and scientists in ocean ­sciences. Journal of Geoscience Education, 62(1), 25–40. https://doi.org/10.5408/12-403.1
  • Smythe, W. F., Hugo, R., & McAllister, S. M. (2017). Incorporation of traditional knowledge into geoscience education: An effective method of Native American instruction 14, 16.
  • Styres, S., Haig-Brown, C., & Blimkie, M. (2013). Toward a pedagogy of Land: The urban context. Canadian Journal of Education/Revue Canadienne de L’éducation, 36(2), 34–67.
  • Tachine, A. R. (2022). Native presence and sovereignty in college: Sustaining indigenous weapons to defeat systemic monsters. Teachers College Press.
  • Thomson, A. (2011). Combining outdoor education and Anishnaabe culture in a four-credit semester program in blind river. Pathways: The Ontario Journal of Outdoor Education, 23(2), 29–31.
  • Tuan, Y. (1991a). A view of geography. Geographical Review, 81(1), 99–107. https://doi.org/10.2307/215179
  • Tuan, Y.-F. (1991b). Language and the making of place: A narrative-descriptive approach. Annals of the Association of American Geographers, 81(4), 684–696. https://doi.org/10.1111/j.1467-8306.1991.tb01715.x
  • Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708
  • Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities, 223, 248.
  • Unsworth, S., Riggs, E. M., & Chavez, M. (2012). Creating pathways toward geoscience education for Native American youth: The importance of cultural relevance and self-concept. Journal of Geoscience Education, 60(4), 384–392. https://doi.org/10.5408/11-218.1
  • Walls, M. L., Gonzalez, J., Gladney, T., & Onello, E. (2015). Unconscious biases: Racial microaggressions in American Indian health care. Journal of the American Board of Family Medicine: JABFM, 28(2), 231–239. https://doi.org/10.3122/jabfm.2015.02.140194
  • Ward, E. G., Dalbotten, D., Watts, N. B., & Berthelote, A. (2018). Using place-based, community-inspired research to broaden participation in the geosciences. GSA Today, 28(8), 26–27. https://doi.org/10.1130/GSATG366GW.1
  • Ward, E. M. G., Semken, S., & Libarkin, J. C. (2014). The design of place-based, culturally informed geoscience assessment. Journal of Geoscience Education, 62(1), 86–103. https://doi.org/10.5408/12-414.1
  • Weissmann, G. S., Ibarra, R. A., Howland-Davis, M., & Lammey, M. V. (2019). The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM. Journal of Geoscience Education, 67(4), 320–329. https://doi.org/10.1080/10899995.2019.1620527
  • Wildcat, D. (2009). Red alert!: Saving the planet with indigenous knowledge. Fulcrum Publishing.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.