De/colonizing Pedagogy and Pedagogue: Science Education Through Participatory and Reflexive Videography
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Canadian Journal of Science, Mathematics and Technology Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ucjs20
De/colonizing Pedagogy and Pedagogue: Science Education Through Participatory and Reflexive Videography a
Marc Higgins a
Centre for Cross-Faculty Inquiry, University of British Columbia, Vancouver, British Columbia, Canada Published online: 13 Jun 2014.
To cite this article: Marc Higgins (2014) De/colonizing Pedagogy and Pedagogue: Science Education Through Participatory and Reflexive Videography, Canadian Journal of Science, Mathematics and Technology Education, 14:2, 154-171, DOI: 10.1080/14926156.2014.903321 To link to this article: http://dx.doi.org/10.1080/14926156.2014.903321
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CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 14(2), 154–171, 2014 C OISE Copyright ISSN: 1492-6156 print / 1942-4051 online DOI: 10.1080/14926156.2014.903321
De/colonizing Pedagogy and Pedagogue: Science Education Through Participatory and Reflexive Videography
Downloaded by [University of Tasmania] at 18:23 13 November 2014
Marc Higgins Centre for Cross-Faculty Inquiry, University of British Columbia, Vancouver, British Columbia, Canada
Abstract: Within Canadian science classrooms, Indigenous ways-of-knowing and ways-of-being continue to be underrepresented and undervalued. For Indigenous students, this often results in negative experiences and disparate achievement rates when compared to their non-Indigenous classmates. Recent decolonizing science education literature suggests critical examination of Eurocentric systems and modes of thought that uphold and reproduce (neo)colonialism within classrooms alongside the integration of Indigenous perspectives into c
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