Page 484 - Cultural Studies of Science Education

38 Ways to a Waterhole 459

Coda

In reviewing the chapters in this section, I think about waterholes and the concentric
circles that represent circles on the map and the journey implicit between water-
holes. I think about how indigenous, local, or regional cultural, or biodiversity
knowledge and traditional skills ought to be conceived also as a journey. When
these things become a journey through concentric circles, they become multiple
ways of knowing that are centered on place. The authors in this section leave us
with different stories from their research, to continue the conversation, to work
diligently as teacher educators, and autobiographers of locations that enable us to
learn the different ways that indigenous knowledge should be leveraged in science
education. In other words, they present us with ways of thinking-acts about how
to get to a waterhole where science is inclusive of different ways of educating and
understanding. They give us a glimpse of their world for more discussion.

Reference

Hall, S. (2001). Negotiating Caribbean identities. In B. Meeks & F. Lindahl (Eds.), New Caribbean
thought: A reader (pp. 24–39). Jamaica: University of the West Indies Press.