THANK YOU EVERYONE FOR HELPING MAKE THIS EVENT A SUCCESS!
Canadian launch of Knowing Home: Braiding Indigenous Science with Western Science and the UVic/Community Living Lab project, a ‘Promo Science’ pilot that provides opportunities for Indigenous and non-Indigenous youth to engage in ecocultural education focused on water quality and biodiversity. In 2017 Living Lab included the Songhees Nation, Esquimalt and Oak Bay high schools, World Fisheries Trust, CRD and UVic Biology and other faculties and staff.
ATTEND ANY PORTION OR THE WHOLE EVENT
2-3:30 – Indigenous Science: Proven, Practical & Timeless – Presenters Gloria Snively & John Corsiglia. Introduction by Nick Claxton- UVic Indigenous Education professor, WSANEC Nation.
4:00 Reception – Displays and refreshments
4:30 Celebration/ Book Launch
Welcome/ Opening – Chief Ron Sam, Songhees Nation, UVic Dean of Science Robert Lipson and Barbara Hawkins, Chair of UVic Biology Department
Introduction – Budd Hall (UNESCO Chair in Community Based Research and Social Responsibility in Higher Education) www.unescochair-cbrsr.org
Book Presentation – co-authored and edited by retired UVic Professors Gloria Snively and Wanosts’a7 Lorna Williams (bio’s below) https://pressbooks.bccampus.ca/knowinghome/
Panelists – Nick Claxton, UVic Education/WSANEC Nation; John Taylor – UVic Biology/Living Lab; Nella Nelson, Aboriginal Nations Ed Coordinator-SD #61/ Kwakwaka’wak Nation; Cheryl Bryce-Director of Local Services/ Songhees Nation.
6:15-6:30 Living Lab / Songhees Youth Celebration
Info: [email protected]
Sponsors: University of Victoria, Songhees Nation, NSERC Promo Science Program, and the Horner Foundation
Knowing Home Presenter Bios
Dr. Wanosts’a7 Lorna Williams OBC is Lil’watemc. Her life has been devoted to promoting and restoring Indigenous knowledges and languages. Professor Emerita, University of Victoria.
Dr. Gloria Snively is Professor Emeritus, University of Victoria, where she taught science methods, environmental/marine education, and culture courses and was Director of the Graduate Program in Environmental Education.
John Corsiglia helped develop K-12 and post-secondary language and culture programs for the Nisga’a Schools and university system, and worked on research related to land use and ownership. He also worked with the Ahousaht and Haida First Nations
Event Partners/ Sponsors
The Knowing Home events and Living Lab project is funded though the National Science and Education Research Council’s (NSERC) Promo Science program. The Living Lab Project is supported by the Songhees Nation, the Capital Region District, World Fisheries Trust and the UVic Department of Biology working closely with faculty from Education, Geography, History, Writing, Environmental Studies, First Peoples House and the UVic Community Mapping Collaboratory. Recent funding for Living Lab was granted by the Horner Foundation for 2017-2019.
Knowing Home – Presentation Info
2- 3:30 Indigenous Science: Proven, Practical and Timeless – Presentation Information
In most science classrooms around the globe, Western Science has been taught at the expense of Indigenous Science (IS). This presentation explores definitions of science, Indigenous worldviews, connections to home place. Special attention is given to Northwest Coast examples of Indigenous science, wisdom practices, environmental understanding and sustainability practices. Indigenous perspectives have the potential to give guidance to the kind of environmental ethics and deep understanding of sustainability that we must gain as we attempt to solve increasingly complex problems of the 21st century. The presenters John Corsigila and Gloria Snively take the view that Indigenous Science adds interest and authenticity to the science classroom.
Knowing Home – Book Info
Knowing Home: Braiding Indigenous Science with Western Science (Book 1), (2016) Gloria Snively and Lorna Williams https://pressbooks.bccampus.ca/knowinghome/
The science research and curricula in this book explores a vision of science education that pays attention to the unique ways of Indigenous teaching and learning. The book describes the under-representation of Indigenous students in upper-level science courses and in science careers, outlines barriers that need to be addressed, presents Indigenous worldviews and principles that represent the nature of science education from an Indigenous perspective, and provides teaching strategies and cases of culturally rich science programs in BC. Taken together, the chapters create an image of what a culturally energized science curriculum can look like.