Indigenous Stem Education: Perspectives from the Pacific Islands, the Americas and Asia, Volume 1

本書探討地方知識、文化、語言和地點系統在原住民社區中對STEM學習的重要性。這是兩卷本系列的一部分，旨在回應日益增長的認識，即需要跨學科、跨文化和跨混合的學習，以促進科學和文化的理解，並將STEM學習推向更公正和可持續的未來，造福所有學習者。

從長者那裡學習的主題，透過實踐和基於地點的經驗在各種文化中均有體現。每一章都為這些獨特背景下的教育轉型努力帶來獨特的原住民觀點。在第二部分中，各章節利用真實的研究故事來解釋常規學科政策和實踐如何影響原住民學生在STEM課堂和職業中的參與。這些作者接著討論如何讓學習者參與與他們生活背景相互聯繫的STEM活動。

Pauline W. U. Chinn's great-grandparents arrived in Hawaiʻi when it was the Kingdom of Hawaiʻi and Hawaiian was the official language. After the Kingdomʻs illegal overthrow in 1893 and annexation by the United States in 1898, Hawaiian language was forbidden in education and government until a constitutional amendment in 1978. As a science teacher in Hawaiʻi's public schools, she used textbooks from the continental U.S. except in Plants and Animals of Hawaiʻi, a class for non-college bound students. Creating a place-based curriculum allowed her to intersect her fishing, hiking, and gardening experiences with western biology frameworks. Seeing students in this "terminal" class become engaged as their lives and places entered the curriculum led to doctoral research exploring the roles of culture, gender, language, place, and power in underrepresentation of Kānaka Maʻoli, descendants of Polynesian voyagers, in science, technology, engineering, and mathematics (STEM). At the University of Hawaiʻi at Mānoa, her teacher education and professional development projects funded by the U.S. Department of Education and the National Science Foundation support research and education to develop teacher leaders who create place-based, culturally sustaining, inquiry-oriented curricula inclusive of diverse and underrepresented students. This work led to establishing an Interdisciplinary M.Ed. Place-based, Sustainability and a Graduate Certificate in Sustainability and Resilience Education.

Sharon Nelson-Barber, a sociolinguist and Senior Program Director at WestEd, has lifelong personal and professional experience in Indigenous communities. Her interests in STEM began early on as she accompanied her father and grandfather while subsistence hunting and fishing. Much of her research, funded by the National Science Foundation, centers on understanding ways in which students' cultural backgrounds influence how they make sense of mathematics and science education. She also conducts studies aimed at developing more equitable assessment and testing methods that account for cultural influences. She closely collaborates with other Indigenous researchers and community partners across the US, the Northern Pacific islands of Micronesia, and parts of Polynesia. She is co-founder of POLARIS (Pivotal Opportunities to Learn, Advance and Research Indigenous Systems), a research and development network that promotes healthier communities by integrating Indigenous perspectives for thriving education futures. An ongoing project convenes Indigenous elders and scientists to document technical solutions to climate change from both Indigenous and western academic perspectives, and heighten international attention to the need to preserve cultures and societies amidst rising waters.

保琳·W·U·欽的曾祖父母在夏威夷還是夏威夷王國、夏威夷語為官方語言的時候抵達夏威夷。自1893年王國被非法推翻及1898年被美國吞併後，夏威夷語在教育和政府中被禁止，直到1978年的憲法修正案才得以恢復。作為夏威夷公立學校的科學教師，她使用來自美國本土的教科書，除了在《夏威夷的植物與動物》這門針對非大學進修學生的課程中。創建以地方為基礎的課程使她能夠將自己的釣魚、健行和園藝經驗與西方生物學框架相結合。看到這門“終端”課程的學生因為他們的生活和地方進入課程而變得投入，促使她進行博士研究，探討文化、性別、語言、地方和權力在科學、技術、工程和數學（STEM）領域中對Kānaka Maoli（波利尼西亞航海者的後裔）代表性不足的影響。在夏威夷大學馬諾阿校區，她的教師教育和專業發展項目由美國教育部和國家科學基金會資助，支持研究和教育，以培養能夠創建以地方為基礎、文化持續、以探究為導向的課程，並包容多元和代表性不足的學生。這項工作促成了跨學科碩士學位的建立，專注於地方、可持續性以及可持續性和韌性教育的研究生證書。

沙朗·尼爾森-巴伯是一位社會語言學家，也是WestEd的高級項目主任，擁有在原住民社區的終身個人和專業經驗。她對STEM的興趣早在陪伴父親和祖父進行自給自足的狩獵和釣魚時就開始了。她的許多研究由國家科學基金會資助，重點在於理解學生的文化背景如何影響他們對數學和科學教育的理解。她還進行旨在開發更公平的評估和測試方法的研究，考慮到文化影響。她與美國、密克羅尼西亞北太平洋島嶼及部分波利尼西亞的其他原住民研究者和社區夥伴密切合作。她是POLARIS（學習、推進和研究原住民系統的關鍵機會）的共同創辦人，這是一個促進健康社區的研究和發展網絡，通過整合原住民觀點來推動繁榮的教育未來。一個持續進行的項目召集原住民長者和科學家，從原住民和西方學術的角度記錄應對氣候變化的技術解決方案，並提高國際社會對於在水位上升的情況下保護文化和社會的必要性的關注。