Thanks to @ScienceMag for publishing a Policy Forum back-and-forth on indigenous knowledge in science education. My contribution was: Matzke, Nicholas J. (2024). Vitalism in New Zealand science education. Science, 385(6705), 152. July 12, 2024. science.org/doi/10.1126/... (1/6)
A. Black and J. M. Tylianakis (“Teach Indigenous knowledge alongside science,” Policy Forum, 9 February, p. 592) give an overly rosy picture of New Zealand’s policy of “mana ōrite,” or equal status fo...
I want to thank @ScienceMag & all the authors for a useful discussion, & I hope it continues. I have tracked controversies in sci. ed. for 20+ years (e.g. West Virginia), but with 3 daughters in the NZ school system, I have extra interest in this. ncse.ngo/science-cove... (6/6)
The original authors responded in: Black, Amanda; Tylianakis, Jason M. (2024). Vitalism in New Zealand science education -- Response. Science, 385(6705), 152-3. July 12, 2024. science.org/doi/10.1126/... (5/6)
Our Policy Forum argues that differences in structure and content mean that Indigenous knowledge must retain its integrity as a separate, parallel knowledge system. Analogous to philosophy, Indigenous...
Another response letter was: Ahdar, Boyd, Chaudhuri, Clements, Cooper, Elliffe, Gill, Gray, Hamilton-Hart, Lillis, Matthews, Raine, Rata, Schwerdtfeger (2024). World science and Indigenous knowledge. Science, 385(6705), 151-152. July 12, 2024. science.org/doi/10.1126/...
The article I was replying to was: Black, Amanda; Tylianakis, Jason M. (2024). Teach Indigenous knowledge alongside science. Science, 383(6683), 592-594. February 9, 2024. science.org/doi/10.1126/... (3/6)
Evidence supports the teaching of Indigenous knowledge alongside sciences in the classroom
For background and a full set of references/links to the other articles, please see my blogpost at The Panda's Thumb blog: Vitalism in New Zealand science education (in Science Magazine) pandasthumb.org/archives/202... (2/6)
