Knowing Home: Braiding Indigenous Science with Western Science, Book 2 Knowing Home: Braiding Indigenous Science with Western Science, Book 2
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Knowing Home: Braiding Indigenous Science with Western Science, Book 2 Knowing Home: Braiding Indigenous Science with Western Science, Book 2 Edited by Gloria Snively and Wanosts'a7 Lorna Williams ePublishing Services, University of Victoria Libraries VICTORIA, BRITISH COLUMBIA Knowing Home: Braiding Indigenous Science with Western Science, Book 2 by Gloria Snively and Wanosts'a7 Lorna Williams is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. Copyright © 2018 by Gloria Snively and Wanosts’a7 Lorna Williams Published by ePublishing Services, University of Victoria Libraries Victoria, British Columbia V8P 5C2 Canada [email protected] Cover image: Sculpins2 by Trevor Isaac (2018). Used with permission. The following works are reproduced with permission: Blessings by Una-Ann (2018). Lift Your Spirit by Una-Ann (2018). Salmon Twin Dancers by J.R. Rardon (2013). Sculpins by Trevor Isaac (2018). Untitled by Laura Corsiglia. Reprinted with permission from (2001) Our Thang: Several Poems, Several Drawings, p. 87. Victoria, BC: Ekstasis Editions. CC BY-NC. XAXE TŦE SȻÁ, ȽTE TEṈEW̱ . XAXE TŦE SȻÁ, ȽTE SḰÁL – Our land is sacred. Our language is sacred by David Underwood (2018). Additionally, if you redistribute this textbook, in whole or in part, in either a print or digital format, then you must retain on every electronic page and at least one page at the front of a print copy the following attribution: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This means that you are free to copy, redistribute, and modify or adapt this book. Under this license, anyone who redistributes or modifies this textbook, in whole or in part, can do so for free providing they properly attribute the book as follows: Snively, G., & Williams, Wanosts’a7 L. (Eds.). (2018). Knowing Home: Braiding Indigenous Science with Western Science, Book 2. Victoria, BC: University of Victoria is used under a CC-BY-NC-SA 4.0 International License, except where otherwise noted. Download this book for free at http://open.bccampus.ca References to Internet websites (URLs) were accurate at the time of writing. Neither the author nor the University of Victoria is responsible for URLs that may have expired or changed since the manuscript was prepared. For questions about this book, please contact the ePublishing Services, University of Victoria Libraries at [email protected]. For questions regarding this license or to learn more about the BC Open Textbook Project, please contact [email protected]. Contents List of Figures vii List of Tables x Preface xi Acknowledgements xv Contributing Authors xviii Contributing Artists xxii Part I. Introduction and Research Foundations Chapter 1 - Braiding Indigenous Science with Western Science 3 Gloria Snively and Wanosts’a7 Lorna Williams Chapter 2 Transforming Teacher Thinking about Indigenous Science through Cultural 15 Experiences Nan Kendy Chapter 3 - Metaphorical Images of Sciences: The Perceptions and Experiences of Indigenous 34 Students who are Successful in Senior Secondary Science Cathleen Anne Tenning Part II. Sea of Images: A Metaphorical Study Kwakwaka'wakw: Colonization, Resistance, and Revitalization of Culture 51 Gloria Snively Chapter 4 - The Metaphor Interview and First Nations Students' Orientations to the Seashore 57 Chapter 5 - Cultural Beliefs and Values, and Instructional Metaphors in the Science Classroom 92 Gloria Snively Chapter 6 - Significant Life Experiences and Long-term Orientations to the Seashore 130 Gloria Snively Part III. Culturally Appropriate Curriculum Projects Chapter 7 - Cross-Cultural Marine Science: Culturally Inclusive Curriculum for All Learners 157 David Ashurst, Richard Kool, and Gloria Snively Chapter 8 - Secondary School Student Researchers Use Digital Video as a Learning Tool for 193 Retaining and Transferring Indigenous Knowledge Mupenkin John Lyall and Ted Riecken Chapter 9 - Learning from the Homeland: An Emerging Process for Indigenizing Education 206 W̱ SÁNEĆ School Board and Tye Swallow Appendices 234 Appendix A 236 Appendix B 238 List of Figures viii • EDITED BY GLORIA SNIVELY AND WANOSTS'A7 LORNA WILLIAMS Figure 2.1 A working model for professional development. The killer whale sign “Welcome–Alert Bay-Gilakas’la” greets visitors arriving in ‘Yalis, Cormorant Figure 4.1 Island at the ferry dock. Figure 4.2 Memorial poles in the ‘Yalis cemetery. Figure 4.3 Fishing boats anchored in the ‘Yalis harbor. View of Alert Bay cannery with fishing boats the Sasu, the President, and the J.R.D. alongside pier, Figure 4.4 1923. St. Michael’s Indian Residential School entrance, with two students on the driveway, Alert Bay, Figure 4.5 British Columbia. Figure 5.1 Dan’s barnacles at high and low tide. Figure 5.2 Language and culture teachers, Ada (Vera) Newman and her mother Antie Ethel Alfred. Figure 5.3 “The seashore is a happy song.” Figure 5.4 “The seashore is a bracelet.” Figure 5.5 “The seashore is a neighborhood.” Figure 5.6 “Fishing on a seiner with my dad.” Figure 6.1 Front of ‘Namgis Big House, Alert Bay. Figure 6.2 ‘Salmon Twin Dancers’ in Kwakiutl Bighouse. Figure 6.3 Mark Isaac, Hoylikala Dancer, Alert Bay Bighouse. Figure 6.4 Traditional Kwakwa̱ ka̱ ʼwakw dances are performed by the Tʼsasała Dance group. Figure 6.5 U’mista Cultural Centre entrance. Figure 6.6 U’mista Cultural Centre [back of building]. Figure 7.1 Gray whale skeleton on display in the common area of EMCS. Figure 7.2 Totem pole carved for the entrance to EMCS by T’Sou-ke Master Carver Fred Peters (1996). Figure 7.3 Carved bench for students outside EMCS by T’Sou-ke Master Carver Fred Peters (1996). Figure 7.4 First Nations halibut fishing rig replication using traditional materials. Figure 7.5 Herring spawn culture Figure 7.6 Petroglyph of seal or sea lion at East Sooke Park. Figure 7.7 Two quadrats (1m x 1m and 0.5m x 0.5m) used for student sampling in the intertidal zone. Figure 7.8 Students using a 1m x 1m quadrat to explore intertidal life on Whiffin Spit near Sooke. Figure 7.9 Small plankton net. Figure 7.10 Copepod caught in plankton net as viewed with a microscope. Figure 7.11 Students working along an intertidal transect. Figure 7.12 Student scores for the “Coastal Knowledge Survey.” Figure 7.13 An example of rocky intertidal zonation. Figure 7.14 Average topic scores of responses on the pre-instructional “Coastal Opinions” surveys. KNOWING HOME 2 • ix Figure 7.15 Student scores for the “Coastal Knowledge Survey.” Figure 7.16 Average topic scores of responses on the pre- and post-instructional “Coastal Opinions” surveys. Figure 9.1 SWETÁLIYE Marie Cooper. Figure 9.2 STOLȻEȽ John Elliott Sr. demonstrates how to make a cedar root basket. Figure 9.3 XETXÁṮTEN Earl Claxton Jr. shares the story of ȽÁU,WELṈEW̱ . Figure 9.4 The Saanich Year (1993), back cover. Figure 9.5 Saltwater People, front cover. Figure 9.6 Ray Sam (sitting) and Earl Claxton Jr. tell stories about ȾIX̱ EṈ (on Tsawout First Nation). SWEȾ,TISIYE May Sam shares her knowledge of how to make clam necklaces to student Tiffany Figure 9.7 Joseph. ȾIKEL – Diploma of Indigenous Language Revitalization program students participate in a wetland Figure 9.8 restoration project. Figure 9.9 XEMŦOLTW̱ Nick Claxton working at a SX̱ ELE,IȽĆ (Pacific Willow restoration site). Figure 9.10 STOLȻEȽ John Elliott Sr. demonstrates to students how to twine willow fibres. Figure 9.11 Students and kayak guides at W̱ EN,NÁ,NEĆ. Figure 9.12 After a productive day’s work, students sit beside the fire as salmon and clams cook. List of Tables Table 4.1 Students’ Orientations to the Seashore (Snively, 1986, p. 57) Table 4.2 A typical student response within each of the five orientations Table 4.3 Student responses to The seashore is a gift metaphor Table 5.1 The students’ awareness of seashore phenomena Table 5.2 Jimmy’s category system prior to instruction Table 6.1 Kwakwaka’wakw Orientations to the Seashore Preface The “Aboriginal Knowledge and Science Education Research Project” was a collaborative venture between the Aboriginal Education Enhancements Branch of the British Columbia Ministry of Education (Canada) and the University of Victoria (Canada), and was created to address issues associated with the under-representation of Aboriginal peoples in the sciences. The project had a three-fold purpose: (1) to broadly describe why Aboriginal students are under-represented in high school science biology, chemistry, and physics classrooms, (2) to find ways to improve significantly their involvement and achievement in both elementary and high school science leading to post-secondary, and (3) encourage Aboriginal people to consider science and health related occupations. According to Cajete (1999), “Native science evolved in relation to places and is therefore instilled with a ‘sense of place’. Therefore, the first frame of reference for Native science curriculum is reflective of their place” (p. 47). Thus, a key component of the research project was to document the Aboriginal science knowledge of specific home communities and to construct an epistemological framework and pedagogical orientation for developing school science programs pertaining to the learning and use of scientific knowledge in the local Indigenous community. It is anticipated that the project will contribute to the realization of increased participation of Aboriginal peoples in the sciences by generating: (a) understanding of the underlying reasons for the lack of participation