Evaluating indigenous science education programs: Applying the Ininiwi-kiska¯ni¯tamowin indigenous science education model to an informal education program

Abstract

Increasingly, Indigenous people are re-conceptualising Western educational programs and services that were historically delivered by non-Indigenous governments. Community-based programs and culturally relevant curriculum, as well as models for learning that reflect Indigenous priorities, are products of these initiatives. In exploring ways to respectfully include Indigenous knowledges and pedagogies within learning programs, the challenge is to ensure strategies used will meaningfully support learning while reflecting local cultural traditions, languages, beliefs, and perspectives. Two initiatives set out to answer the question What are the necessary components in science programming in Indigenous settings? One initiative developed a life-long learning model for science and math programming in Indigenous settings by using appropriate research literature and then facilitating a discussion with Indigenous educators to further refine it. A second initiative implemented a Grade 4 land-based program that incorporated Indigenous knowledge. In this chapter the model for life-long learning in science and math in Indigenous populations is applied to the Bridging the Gap (BTG) program to examine the components present or absent in the later program. Evaluating BTG within the context of Ininiwi-kiska¯ni¯tamowin generates an enlightening illustration of the nature of the model as a process of life-long learning.