Aboriginal Content Analysis

Current Issues With Integrating Aboriginal Content in Canada Ontario, the province with the largest population of aboriginals, put forth an educational framework that suggested a need for a curriculum that incorporated Aboriginal cultures and perspectives in order to improve Aboriginal student learning outcomes (Kim, 2015). Kim (2015) analyzed the Ontario grades 7-12 textbooks in order discover the extent and quality of aboriginal content within the Ontario science curriculum documents. From the mixed method content analysis she discovered that Aboriginal knowledges were being portrayed as primitive concepts, that Western science was being used as a solution to issues in Aboriginal communities, that Aboriginal sciences and technologies
Research has shown that a curriculum that promotes cultural validity will positively influence a student's academic, social, and cultural growth, while also promoting a sense of identity (Demmert & Towner, 2003). In order to teach science in a meaningful way, the content of the curriculum must reflect the local community's culture, otherwise, the students may find the material unattainable (Aikenhead, 2001). A culturally sensitive curriculum will allow the students to view Western science as one way of understanding the world around them, without discrediting the Aboriginal science they are already familiar with (Aikenhead, 2001). If the integration of traditional ecological knowledge and western science is done in a culturally sensitive way, Aboriginal students will be able to learn Western science without losing their own cultural identity (Aikenhead, 2001). In other words, Aboriginal students will be able to see the world from two differing perspectives, and will learn the science curriculum while using their language and cultural perspectives to their advantage (Aikenhead, 2001). In order to effectively integrate Western Science and traditional ecological knowledge within the curriculum teachers must first create a safe learning environment, access local Aboriginal knowledge, and then respectfully implement it
Students tend to become engaged in their classroom activities if they feel a sense of belonging, and when they feel their teacher cares about their well-being (Skinner & Belmont, 1993). When students form a strong and caring relationship with their teacher, they are full-filling their developmental need for a connection and sense of belonging within their community (Skinner & Belmont, 1993). A sense of competence is accomplished when the teacher provides clear expectations that are attainable by the student (Brophy, 1998). A student's skills can be matched to the challenges of the classroom activities by relating the new material to their prior knowledge (Skinner & Belmont, 1993). A sense of competence and positive feedback throughout the classroom activities will eliminate the fear of failure and make the material more meaningful to the student (Brophy,