Postcolonialism, Indigenous Students, and Science Education
Science education research, particularly in the English-speaking world, has become increasingly concerned with the diversity of students in the classroom, as evidenced by increasing numbers of review articles on issues of equality and equity in the last 10 years (see, for example, Hipkins et al., 2002; Krugley-Smolska, 1996; Lee, 2003). However, much of the diversity literature does not fully address the issues of indigenous learners and their communities in postcolonial societies. This literature has tended to treat minorities as requiring similar, if not the same, solutions to what is perceived as non-participation and non-achievement in school science by these groups. As a consequence of this approach, members of various cultural groups do not recognize their struggle, or their voices and visions in the literature and rightly have been perceived to have been excluded in many cases. This review examines the science education research for indigenous students as opposed to the more homogeneous groupings of diversity, minorities, or multicultural.