| Summary: | xv, 310 leaves : maps 28 cm. Includes abstract. 'April 1996'. Includes bibliographical references (leaves 298-309). This thesis explores the foundational issues for creating an alternative or complementary science curriculum for Mi'kmaw children in the elementary school grades of Nova Scotia. The extensive and rich body of knowledge inherent in traditional Mi'kmaw culture, along with traditional forms of transmitting this knowledge, are relevant, culturally unique, and potentially helpful to contemporary scientific and technological concerns. The unique world view of the Mi'kmaq is embedded in their language and cultural expressions. Their history is continuous and should not be left on the first few pages of Maritime history. Developing a science curriculum that draws on this body of knowledge and world view without compromising their integrity would broaden and enrich the predominantly Euro-centric way of teaching the sciences. This effort, however, should be led by or undertaken in cooperation with the Mi'kmaq. For centuries, Mi'kmaw children have been educated in English-speaking classrooms where principles based on a European model of education have been applied. Many Mi'kmaw children do not find a place or vision within this system and simply drop out, or are not encouraged to higher levels of education. Mi'kmaq are now demanding that their educational needs be considered, and that their culture and traditions be respected. Current studies by both Native and non-Native educators are revealing a unique way of learning about and conceiving of the world, which is embedded in Native language and traditions. Drawing upon these traditions and applying them to the study of the sciences is the challenge for educators. Creating a cross-cultural scientific dialogue in the early grades of schooling could serve to broaden children's understanding of the world, and benefit education as a whole. (Abstract shortened by UMI.)
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