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Traditional ecological knowledge, border theory and justice
Carter, Lyn Walker, Nicolas
Carter, Lyn
Walker, Nicolas
Author
Abstract
Recent times have seen a growing preoccupation with diversity as a consequence of the newly intercivilisational encounters of our rapidly globalising world. Globalisation has meant that at the local level, the world’s peoples rub more closely together not only ensuring that diversity, plurality and hybridity have become the leitmotifs of the global age, but also raising some deeply vexing questions about their consequences for science education. For example, questions about the ways in which science knowledge should be conceptualised and represented by science education invite debate about the epistemological parity between western science and other non-western sciences or Indigenous Knowledges (IK), as well as our understanding of justice, and our visions for the future. On the one hand, globalisation brings with it an appreciation of Traditional Ecological Knowledge (TEK) as a form of indigenous knowledge while on the other, it sustains rather than challenges existing boundaries and their attendant hegemonic impulses (Li 2003).
Keywords
science education, indigenous people, indigenous knowledge, Torres Strait Islander, traditional ecological knowledge
Date
2010
Type
Book chapter
Journal
Book
Volume
Issue
Page Range
337-348
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
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Event URL
Open Access Status
License
File Access
Controlled