Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development
- 25 October 2007
- journal article
- research article
- Published by Wiley in Journal of Research in Science Teaching
- Vol. 44 (9), 1247-1268
- https://doi.org/10.1002/tea.20192
Abstract
No abstract availableKeywords
This publication has 17 references indexed in Scilit:
- Capturing urban student voices in the creation of a science mini‐documentaryJournal of Research in Science Teaching, 2006
- Creating contextually authentic science in a “low‐performing” urban elementary schoolJournal of Research in Science Teaching, 2006
- Urban schools' teachers enacting project‐based scienceJournal of Research in Science Teaching, 2006
- “It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourseJournal of Research in Science Teaching, 2005
- Expanding our understandings of urban science education by expanding the roles of students as researchersJournal of Research in Science Teaching, 2005
- Everyday objects of learning about health and healing and implications for science educationJournal of Research in Science Teaching, 2005
- What Is an “Expert Student?”Educational Researcher, 2003
- The Best of Both Worlds: A Critical Pedagogy of PlaceEducational Researcher, 2003
- Humans as the World's Greatest Evolutionary ForceScience, 2001
- A Scientific Success: Isabella Aians Abbot and the Education of Minorities and FemalesTeaching Education, 1999