Indigenous Knowledges and native science as partners: A rejoinder

Bryan Mc Kinley Jones Brayboy; Angelina E. Castagno

doi:10.1007/s11422-008-9142-9

Indigenous Knowledges and native science as partners: A rejoinder

Bryan Mc Kinley Jones Brayboy
, Angelina E. Castagno

Educational Leadership

Research output: Contribution to journal › Review article › peer-review

28 Scopus citations

Abstract

In this response to commentators on our article entitled, How might Native science inform "informal science learning"?, we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the conversation. Rather than addressing the commentaries directly, we attempt to point to the ways that the commentaries support and challenge our original arguments.

Original language	English (US)
Pages (from-to)	787-791
Number of pages	5
Journal	Cultural Studies of Science Education
Volume	3
Issue number	3
DOIs	https://doi.org/10.1007/s11422-008-9142-9
State	Published - Sep 2008

Keywords

Indigenous Knowledges
Indigenous communities
Native science

ASJC Scopus subject areas

Cultural Studies

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10.1007/s11422-008-9142-9

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title = "Indigenous Knowledges and native science as partners: A rejoinder",

abstract = "In this response to commentators on our article entitled, How might Native science inform {"}informal science learning{"}?, we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the conversation. Rather than addressing the commentaries directly, we attempt to point to the ways that the commentaries support and challenge our original arguments.",

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N2 - In this response to commentators on our article entitled, How might Native science inform "informal science learning"?, we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the conversation. Rather than addressing the commentaries directly, we attempt to point to the ways that the commentaries support and challenge our original arguments.

AB - In this response to commentators on our article entitled, How might Native science inform "informal science learning"?, we offer elaboration on the role of Indigenous Knowledges (IK) in informing Native Science. In the response, we argue that IK is not only pertinent to the conversation of Native Science, but that it is a necessary piece in the conversation. Rather than addressing the commentaries directly, we attempt to point to the ways that the commentaries support and challenge our original arguments.

KW - Indigenous Knowledges

KW - Indigenous communities

KW - Native science

UR - https://www.scopus.com/pages/publications/49049113634

UR - https://www.scopus.com/pages/publications/49049113634#tab=citedBy

U2 - 10.1007/s11422-008-9142-9

DO - 10.1007/s11422-008-9142-9

M3 - Review article

AN - SCOPUS:49049113634

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JO - Cultural Studies of Science Education

JF - Cultural Studies of Science Education

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ER -

Indigenous Knowledges and native science as partners: A rejoinder

Abstract

Keywords

ASJC Scopus subject areas

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