Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Joël Rioux; Bronwyn Ewing; Tom J. Cooper

doi:10.1017/jie.2017.12

Authors

Joël Rioux Batchelor Institute of Indigenous Tertiary Education
Bronwyn Ewing Queensland University of Technology
Tom J. Cooper Queensland University of Technology

DOI:

https://doi.org/10.1017/jie.2017.12

Keywords:

Aboriginal learners, Aboriginal perspectives, biology, teaching, contextualised teaching and learning

Abstract

This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12-year 8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge.

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