Page 372 - Cultural Studies of Science Education

29 Traditional Ecological Knowledge, Border Theory and Justice 347

until now as unproblematic lines between cultures and knowledge that need to be
crossed. Such an approach would acknowledge the increasing awareness of shared
historical processes, cultural reciprocity, and the diasporic tendencies of the globalis-
ing world around more complex and multiple conceptualisations of western science
and indigenous knowledge and culture (TEK). It would argue cultural production to
be as much caught up with the injustices of contemporaneity, and the future, as it is
with the past. And it recasts culturally diverse students’ homogenised identities into
multiple, mobile and provisional constructions, more accurately attune to conditions
of living and learning under the indeterminacy of the transforming global world. All
of these are necessary if we are to make real progress towards epistemological and
other forms of justice to indigenous people and non-western scientific knowledge.
The paucity of new discourses and methodologies in science education in terms
of border theory must be addressed so that science education can engage in dia-
logues about key issues that are practically and intellectually urgent, and that will
advance it as a discipline.

References

Aikenhead, G. S. (2001). Integrating western and Aboriginal sciences: Cross-cultural science
teaching. Research in Science Education, 31, 337–355.
Ashcroft, B. (2001). Post-colonial transformations. London: Routledge.
Bauman, Z. (2000). Liquid modernity. Oxford: Polity Press.
Bauman, Z. (2001). The great war of recognition. Theory into Practice, 18, 137–150.
Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
Beck, U., Bonass, W., & Lau, C. (2003). The theory of reflexive modernisation. Problematic,
hypotheses and research programme. Theory, Culture & Society, 20, 1–33.
Berg, E., & Van Houtum, H. (2003). Routing borders between territories, discourses and prac-
tices. Aldershot: Ashgate.
Bhabha, H. (1994). The location of culture. London: Routledge.
Borrows, J. (2005). Practical reconciliation, practical re-colonisation? (Land, Rights, Laws:
Issues of Native Title, AIATSIS, Vol. 2, paper no 27).
Carter, L. (2010). The armchair at the borders: The “messy” ideas of borders and border
epistemologies within multicultural science education scholarship. Science Education,
94(3), 428–447.
Cohen, F. (1954). Dialogue on private property. Rutgers Law Review, 9, 369–70.
Connor, M. (2005). The invention of Terra Nullius. Sydney: Macleay Press.
Conrad, J. (1902/1999). Heart of darkness. New York: Penguin.
Daes, E. (1993). Discrimination against Indigenous peoples: Study of the protection of the cul-
tural and intellectual property of Indigenous people. NewYork: United Nations Commission
on Human Rights.
Escobar, A. (2007). Worlds and knowledge otherwise. Cultural Studies, 21, 179–210.
Fesl, E. (1986). “Aborigine” and “Aboriginal.” Aboriginal Law Bulletin, 20(1). Retrieved July 15,
2009, from http://www.austlii.edu.au/au/journals/AboriginalLB/1986/39.html
Foley, D. (2001). Repossession of our spirit: The traditional owners of Northern Sydney. Canberra,
ACT: Aboriginal History Inc.
French, R. (2007). Plus ca change, plus c’est la meme chose? The 2007 Amendments to the
Native Title Act. Retrieved July 15, 2009, from http://www.fedcourt.gov.au/aboutct/judges_
papers/speeches_frenchj22.html.