Repatriating Indigenous Technologies in an Urban Indian Community

Indigenous people are significantly underrepresented in the fields of science, technology, engineering and math (STEM). The solution to this problem requires a more robust lens than representation or access alone. Specifically, it will require careful consideration of the ecological contexts of Indi...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2013-09, Vol.48 (5), p.705-733
Main Authors: Bang, Megan, Marin, Ananda, Faber, Lori, Suzukovich, Eli S.
Format: Article
Language:English
Subjects:
After School Programs
American Indian Culture
Coalitions
Culturally Relevant Education
Culture
Educational Environment
Educators
Engineering
Environmental Factors
Family
Illinois
Indians
Indigenous Knowledge
Indigenous Populations
Instructional Design
Middle School Students
Native children & youth
Native North Americans
Research Design
School environment
Schools
Science
Science and Technology
Science education
Science Instruction
Teachers
Technology
Technology Uses in Education
Urban American Indians
Urban Areas
Urban Education
Youth
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Summary:Indigenous people are significantly underrepresented in the fields of science, technology, engineering and math (STEM). The solution to this problem requires a more robust lens than representation or access alone. Specifically, it will require careful consideration of the ecological contexts of Indigenous school age youth, of which more than 70% live in urban communities (National Urban Indian Family Coalition, 2008). This article reports emergent design principles derived from a community-based design research project. These emergent principles focus on the conceptualization and uses of technology in science learning environments designed for urban Indigenous youth. In order to strengthen learning environments for urban Indigenous youth, it is necessary, we argue, that scholars and educators take seriously the ways in which culture mediates relationships with, conceptions of, and innovations in technology and technologically related disciplines. Recognizing these relationships will inform the subsequent implications for learning environments.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085913490555