ABSTRACT
This chapter explores the methodology employed in doctoral research, a qualitative study that explored the transformative possibilities of Indigenous Science Education (ISE) for catalyzing the emergence of more equitable and sustainable ways of living. ISE is an emergent arena of research and practice that responds to the failings of science education for Indigenous peoples, and is characterized by the respectful inclusion of Indigenous knowledge in science programs. The disproportionately low number of Indigenous peoples and other minorities in science, technology, engineering, and mathematics (STEM) programs and careers is well documented. The participatory action research (PAR) is a form of qualitative research that positions researchers as colearners and emphasizes community participation as a catalyst for action, learning, and change. PAR was developed in diverse fields. Indigenous scholar's critiques of positivism include intellectual, emotional, and spiritual responses to experiences of colonization, including assimilation and genocide, under the reign of modernity.
