DE-COLONISING SCIENCE THROUGH CO-TEACHING CONSILIENCE

Authors

  • Leanda D. Mason Curtin University
  • Rae-Lee Warner Curtin University
  • Reva Remiah Curtin University

Keywords:

de-colonisation, scientific literacy, co-teaching, scaffolding

Abstract

Recognition of Indigenous science in an increasingly globalised world is challenging but may be achieved through de-colonisation of higher education science curriculum (Le Grange, 2019). A focus on de-construction of stereotypes and prior knowledge, then scaffolding re-construction of understandings through critical inquiry, and acquisition of diverse knowledge in a way that is independent of the dominant culture may lead to de-colonisation of science (Harvey & Russell-Mundine, 2019). Our social-constructivist unit was characterised by a weekly lecture and workshop co-taught by one Eurocentric, and one Indigenous way science specialist. Insights gained while teaching this new unit that attempts to de-colonise science for first-year university science students have been discussed here, framed for broad application as other parts of the world are also subject to colonisation.

Author Biographies

Leanda D. Mason, Curtin University

Lecturer School of Molecular and Life Sciences Faculty of Science

Rae-Lee Warner, Curtin University

Associate Lecturer, Centre for Aboriginal Studies

Reva Remiah, Curtin University

Coordinator, English Language Development,

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Published

2020-09-26