Summary
Contents
Subject index
This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.
Indigenous Knowledges and Science Education: Complexities, Considerations and Praxis
Indigenous Knowledges and Science Education: Complexities, Considerations and Praxis
Indigenous Knowledges and Science
The push to teach Indigenous knowledges and ways of knowing through school curricula is not new. Many colonizer countries have government-based initiatives to purportedly better cater for Indigenous students through including Indigenous knowledges and perspectives in curriculum and pedagogy or to promote more understanding relationships between non-Indigenous and Indigenous populations. In particular, New Zealand, some jurisdictions in the United States, Australia and Canada have official initiatives that include Indigenous knowledges in the science curriculum (Aikenhead and Michell, 2011). These initiatives may receive large rhetorical support but little action and implementation in classrooms, particularly in ‘Whitestream’ (Grande, 2000) classrooms ...
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