Affiliation:
1. Chaminade University of Honolulu, USA
2. Chaminade University of Honolulu, USA & University of Hawai`i at Mānoa, USA
Abstract
Disenfranchisement of indigenous Pacific voices from STEM limits self-determination and the development of Pacific-led solutions to regional challenges. To counteract this trend, Chaminade University's Inclusive Excellence program delivers culturally-sustaining STEM education focused on sense of belonging and family/community engagement. It seeks to authentically enculturate curriculum, pedagogy, and practice to privilege and separate Western and indigenous epistemologies and to provide deeply immersive non-academic support. This chapter discusses the imperatives for sustained, system-wide commitment to culture-based STEM education, theoretical and cultural frameworks guiding this paradigm, examples of IE program processes and practices, and a review of outcomes. Finally, next level challenges are considered: student experiences in structurally racist systems beyond the Pacific support bubble, tensions between providing opportunity and perpetuation of regional talent drains, and the implications of asking young scientists to balance cultural and professional identities.
Reference69 articles.
1. Engaging Diversity in Teaching Religion and Theology: An Intercultural, De-colonial Epistemic Perspective
2. Mapping interpretations of decolonization in the context of higher education.;V.Andreotti;Decolonization,2015
3. Asai, D. (2017). A New Strategy to Build Capacity for Creativity. Retrieved from Website: https://www.hhmi.org/content/new-strategy-build-capacity-creativity-scienceeducation
4. To learn inclusion skills, make it personal
5. From HHMI: Doubling Down on Diversity
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献