Cross-Cultural Science & Technology Units (CCSTU): Project meeting
held at Lakeview Hotel, Waskesiu, Saskatchewan
It was noted that the Saskatchewan Teachers' Federation's McDowell
Fund was paying for the research team's attendance at this and subsequent
meetings.
A PowerPoint presentation that summarizes the CCSTU project was shown and discussed.
People were happy with the content and saw where their own units will be enhanced
in future versions of the presentation with photographs taken by students or
themselves. Each teacher was invited to submit a photo of themselves different
from the one used in the presentation.
June George (Republic of Trinidad & Tobago), a pioneer in cross-cultural science education, talked about her experiences and those of teachers who are attempting to teach Western science to students in Trinidad whose home culture is much different than the culture of science. She emphasized the power of people networking with each other (teachers and students).
She described how teachers need structure, in the form of lesson plans, and that teachers need support and practice in using students' culture in the classroom. She illustrated how the use of students' indigenous ideas and culture increased the students' interest in science instruction. By pointing out advantages and drawbacks to the collaborative workshops held in Trinidad, Dr. George focused on basing a unit on "what is important to students" and embedding a unit in a context (some contexts directly related to Western science, but some indirectly related). Initially science teachers felt more comfortable with units that had a direct connection, and they had to be prodded to include Aboriginal knowledge. Thus, this knowledge must consciously be brought into the curriculum. She warned against conveying to students false simplistic messages that Western science will rectify their community's deficiencies (and that's why students should study it).
Dr. George pointed out the importance of making explicit to students the differences
and similarities between students' Aboriginal knowledge and Western scientific
knowledge. She noted how one uses different types of knowledge in different
contexts. At the same time, she pointed out that some students have difficulty
"walking with two bags" of knowledge. The needs of these students must be addressed.
They tend to feel comfortable with a holistic approach to their world, and do
not feel
as comfortable functioning differently in different situations.
Teaching strategies that produce student-student interactions seemed to work best for encouraging students to cross the border between their own culture and Western science. But the process takes time.
In one project in Trinidad, a teacher's worldview determined the link (bridge) between students' own culture and Western science. This was less successful than the next year's attempt when the teacher let her students make the link themselves and describe what that link was for them.
The role of student assessment was acknowledged as an important issue to work out. Some promising results have come from incorporating portfolios into one's classroom.
Overall, Dr. George noted that science classes became more meaningful for a wider group of students when a cross-cultural approach was taken in classes. She indicated that the CCSTU project was incorporating many features that projects in Trinidad had either found successful (e.g. collaborative work among teachers) or wanted to do next (specific Aboriginal content that links to Western science). The units developed by our project illustrate how to integrate both systems, and how to make both systems explicit to students.
During the ensuing discussion we acknowledged the tension between preparing students for university and preparing them for life, and wondered about an appropriate transition for the students who wanted to attend post-secondary institutions. We acknowledged that some students who go to post-secondary institutions maintain their cultural identity while others do not.
Four units that had gone through a first revision were "walked through" and
discussed. (Two units had been sent out by mail in July.) Specific ideas were
suggested for the next revision. During these exchanges, it became apparent
that much more can come out of the development process when two or more people
discuss a unit. For instance, as two people discussed a point, a third person
abstracted from that discussion an unanticipated idea to place in a unit. This
process repeated
itself several times. These concrete suggestions will enhance the next version
of the units. It was noted that the units' titles written in the community's
indigenous language would need to be negotiated with the community, guided by
the language consultants in La Ronge.
Each team member received a diskette containing the four units. Glen would also be responsible for editing the subsequent versions. It was suggested that he look into adding voices (from tape recordings) to the units at appropriate places.
Several specific ideas surfaced: the power of nature on student attitudes toward learning; the units' ability to preserve Aboriginal knowledge that is quickly being lost; the success of using group activities in classrooms; and the idea of diverse multi-grade instruction using older and younger students (even older students teaching younger students).
These units are in development, with specific plans to engage students in their development in September.
Glen quickly reviewed an Aboriginal science project from Science Alberta Foundation (sponsored by Shell) by the name of "13 Moons on a Turtle's Back." While most of the crate of materials was for students in grades 3 to 5, there were some ideas which we might use indirectly, inspired by how they were used in 13 Moons on a Turtle's Back.
The importance of the Local Advisory People to the success of our project was re-affirmed. As requested at an earlier meeting, Glen handed out "letters of invitation" to be given by teachers (or to be sent from the University of Saskatchewan) to prospective advisory people. He also handed out a "letter of thanks" that will be mailed from the University of Saskatchewan to anyone identified by a teacher.
A commissioned piece of art was displayed that will serve as the project's logo. Several designs had been shown to Elder Sanderson and he chose the raven on earth which he felt was very appropriate to our project's emphasis on the care of Mother Earth. Glen will get copies of the logo for members of the R&D team and for the two board offices.
Earl reminded the group that during January's meeting we noted that the title
of our project (Cross-Cultural Science & Technology Units -- CCSTU) was
not fixed in stone. The title was discussed. On the one hand, people felt it
was an accurate description of our project and they said that they had become
"attached" to it; but on the other hand, it lacked imaginative metaphors such
as the title "Thirteen Moons on a Turtle's Back." It was decided that everyone
be responsible for coming up
with an imaginative title to ADD TO the accurate "Cross-Cultural Science &
Technology Units." All agreed to avoid an acronym that spelled out a legitimate
word (to avoid connotations). This item will be placed on the next meeting's
agenda.
People funded by the McDowell Foundation are expected to present either an informal talk about their on-going project or a more formal talk about their completed project, at a yearly meeting. This year's meeting will be held in Saskatoon Friday November 19th (7:30 pm) and Saturday November 20th (ending about 2 pm). The project will pay for a half-day or a one-day substitute to cover the travel time (Nov 19th). Everyone expressed a high interest in attending and using our PowerPoint presentation at the meeting.
It was also decided that we could profit greatly from a November one-day work session on our units to take advantage of our being in Saskatoon at the STF meeting. Bruce Decoux supported the idea and will write the principals to indicate that one more release day will be added to the CCSTU project for this purpose. Glen will contact Dr. Bill Duffee regarding Île-à-la-Crosse School Division.
Earl reminded us the Northern Lights teacher convention, October 13/14. Bruce Decoux will look into us putting on a session at the convention, at which we'll use the PowerPoint presentation. Glen will look after the technical end of the presentation, while others present will discuss the project with other teachers.
We discussed the expectations of how Glen will be able to assist people with their units, and the other units chosen by a teacher, including working with Local Advisory People, editing, finding resources, working with people in La Ronge, etc. These will take place from the middle of September to December. Teachers will be given at least a week's notice of his visits and teachers are expected to mention if there is no need for him to come at that time (if applicable).
Location: Travelodge Hotel, corner of Circle Drive & Idylwyld, Saskatoon (242-8881). Glen will book the rooms (for the nights of Nov 18 and 19)
Travel day: Thursday, November 18th, from your home to Travelodge, Saskatoon.
Work day: Friday, November 19th
9:00 am to 4:00 pm
Leave Travelodge at 8:30 am for the U. of S. campus.
Glen will drive 4 people.
Agenda: Polish the units to maximize their usefulness to other teachers.
7:30 pm STF centre for reception.
STF Saturday, November 20th
Conference 9 am to 2 pm.
Travel home.