The Larger Story

This work is a part of a larger story

The Indigenous Science Initiative work is part of a deep history of Indigenous curriculum. We seek to add to the great history and tradition of Indigenous Science through this work. The work we have learned from, are inspired by, and seek to be in conversation with is too great to include in these pages alone. However, some projects and thinkers that have inspired this work include:
Indigenous Wisdom Project through the Indian Pueblo Cultural Center
Native Lit Project through the NACA Inspired Schools Network

Additionally, as the work has progressed, the ISI team has compiled many different kinds of resources to reference when writing and designing. The ever-evolving document can be found here:
IS Project_Supporting Resources for Designers.

Tools and Processes Developed:

Similarly, throughout the curriculum design process, many different tools and protocols were developed to support the team in writing and revising curriculum. A few of the tools developed are shared here:

Universals Criteria:These tables represent an integration of Understanding by Design, The Next Generation Science Standards, Indigenous Genius by Design, and Community Led Input. These “universals” have often been referenced when writing or providing feedback.
Unit Checklist: The unit checklist is a tool based on the Understanding by Design elements within the Indigenous Genius by Design model and serves as a tool for reflection and revision when in the unit drafting process.
Stage 3 Lens Critique Template: In Indigenous Genius by Design, Stage 3 is the “scope and sequence” or “doing” part of the unit. This tool demonstrates the kinds of questions that designers grappled with when writing for the Stage 3 within their units in Initiative. The areas of reflection and revision include General, Next Generation Science Standards, Land Based Healing and Learning (LBHL), Community, Teacher Users, and Student Users.
Critique Protocols:Throughout the curriculum drafting process, the Indigenous Science Initiative team has used critique protocols (much in the spirit of Ron Berger’s work on critique and project based learning) both for Community Led Design sessions and when working within and across grade level teams. While there are many ways to approach critique, users can find three different examples of the process here: Critique Protocol Examples.

Mindsets & Dispositions:

Throughout the initial two years of the Indigenous Science Initiative, the team held many discussions about the mindsets and dispositions both helpful and necessary for implementing the project in a wide variety of school settings. While this conversation is and will undoubtedly be on-going, the team came to consensus around the following ideas.

Users and adapters of this curriculum should:

Pursue the ability to connect Indigenous knowledge and western scientific concepts.
Embrace the opportunity of drawing parallels and relatedness of Indigenous knowledge and western scientific explanation.
Value diverse perspectives, include student understanding of materials and alternative approaches to problem solving.
Have the skills to adapt and connect ideas from different perspectives and timescales in their own communities.
Be flexible in adjusting and localizing curriculum to students’ and community needs.
Support a communal model which incorporates knowledge keepers (students, elders, community members) rather than a rigid model with a classroom teacher being the center or keeper of all knowledge.
Be prepared by learning about the land and the community continuously.
Plan with colleagues, community members, and knowledge keepers when possible.
Localize by connecting foundational science skills to the students’ land, culture, and overall identity.
Facilitate learning and provide skills and tools that are usable and adaptable to everyone’s needs and strengths in the classroom.

Adaptation & Localization:

Our collective team encourages all implementers of this curriculum to consider the ways in which they can critically and thoughtfully interpret and adapt the Indigenous Science Initiative to their unique local contexts. From the Native Lit Project at NISN, we encourage use of a localizing note-catcher as an entry point into the process of adapting and localizing. This is on-going learning for our collective ISI team, and we continue to learn from the great examples of other folks doing this work (see, for example, “Working in Good Ways” from the University of Manitoba Community Engaged Learning Office). Additionally there are several initial steps that an educator can take to begin localizing education in their context:

Stories: Stories are an incredibly powerful educational tool. So powerful that ancestors have been using storytelling to share knowledge since time immemorial. Stories can be traditional, contemporary, your own stories, or your students’ stories.
History of Place: Taking the time to learn about the multiple histories of a place in your region will bring your lesson plans to life. The quicker you can riff off of what students are saying, observing, talking about, etc. the more powerful your connection to place will be.
Knowledge Keepers: Knowledge Keepers are imperative to learning how to localize your pedagogy. Spending some time to carefully craft a co-teaching experience with local experts will help students see multiple perspectives within a learning experience.
Place Mapping: Connecting to a grounding spot and walking the land with your students multiple times in a season is a great way to learn on the land. Place mapping is the process of walking through this space yourself and anticipating what the students will be interested in and where the learning opportunities will present themselves.