TY  - GEN
N2  - This book builds upon the range of Indigenous theory and research found in Volume I and applies these learnings to interventions in schools, communities, teacher education and professional development. It is part of a two-volume set addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Authors working in Eurocentric settings of schools and collegeswhether in the continental or island United States, Canada, Thailand, Taiwan or Chuukutilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainably in particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge.
DO  - 10.1007/978-3-031-30506-1
DO  - doi
AB  - This book builds upon the range of Indigenous theory and research found in Volume I and applies these learnings to interventions in schools, communities, teacher education and professional development. It is part of a two-volume set addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Authors working in Eurocentric settings of schools and collegeswhether in the continental or island United States, Canada, Thailand, Taiwan or Chuukutilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainably in particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge.
T1  - Indigenous STEM education :perspectives from the Pacific Islands, the Americas and Asia.
AU  - Chinn, Pauline W. U.,
AU  - Nelson-Barber, Sharon,
VL  - volume 30
CN  - LC3740
ID  - 1472057
KW  - Indigenous peoples
KW  - Indigenous peoples
KW  - Indigenous peoples
KW  - Science
KW  - Technology
KW  - Engineering
KW  - Mathematics
SN  - 9783031305061
SN  - 303130506X
TI  - Indigenous STEM education :perspectives from the Pacific Islands, the Americas and Asia.
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-30506-1
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-30506-1
ER  -