“Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation
Abstract We present the outcomes of a program designed to engage primary school students with both Indigenous knowledge and biodiversity conservation, through the lens of “Totemic” species. The program provided resources for genuine engagement with Traditional Owners, and for the coordinating teache...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2023-04-01
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| Series: | Conservation Science and Practice |
| Subjects: | |
| Online Access: | https://doi.org/10.1111/csp2.12904 |
| _version_ | 1797850386560712704 |
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| author | Natasha M. Ward Georgia Garrard Emily A. Gregg Benjamin May Dave Wandin Micheal Harrison Marnie Pascoe Fiona McConachie Bradley Moggridge Alex Kusmanoff Sarah A. Bekessy |
| author_facet | Natasha M. Ward Georgia Garrard Emily A. Gregg Benjamin May Dave Wandin Micheal Harrison Marnie Pascoe Fiona McConachie Bradley Moggridge Alex Kusmanoff Sarah A. Bekessy |
| author_sort | Natasha M. Ward |
| collection | DOAJ |
| description | Abstract We present the outcomes of a program designed to engage primary school students with both Indigenous knowledge and biodiversity conservation, through the lens of “Totemic” species. The program provided resources for genuine engagement with Traditional Owners, and for the coordinating teachers to dedicate time to curriculum development and delivery. The material was embedded within a cross‐school core curriculum topic (biology), presenting both Indigenous and Western knowledge in parallel. Students' understanding of ecology and conservation increased significantly post‐program, as did their cultural awareness and appreciation of traditional knowledge. Care for the totemic species was also shown to increase and enthusiasm for this approach to teaching science was expressed by students. The co‐benefits of this program include creating habitat for threatened species, improvements in the health and wellbeing of students through engagement with biodiversity and the potential for ecosystem services such as cooling of the school grounds. Effective ways of embedding cultural awareness and Indigenous knowledge into the Australian curriculum are urgently needed and it is our hope that this program provides evidence of effective ways of embedding these knowledges moving forward. |
| first_indexed | 2024-04-09T18:59:29Z |
| format | Article |
| id | doaj.art-ac52f07f952243729f84277703fc6d0a |
| institution | Directory Open Access Journal |
| issn | 2578-4854 |
| language | English |
| last_indexed | 2024-04-09T18:59:29Z |
| publishDate | 2023-04-01 |
| publisher | Wiley |
| record_format | Article |
| series | Conservation Science and Practice |
| spelling | doaj.art-ac52f07f952243729f84277703fc6d0a2023-04-08T15:29:39ZengWileyConservation Science and Practice2578-48542023-04-0154n/an/a10.1111/csp2.12904“Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservationNatasha M. Ward0Georgia Garrard1Emily A. Gregg2Benjamin May3Dave Wandin4Micheal Harrison5Marnie Pascoe6Fiona McConachie7Bradley Moggridge8Alex Kusmanoff9Sarah A. Bekessy10Interdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaCarlton North Primary School AustraliaWurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation Melbourne AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaCarlton North Primary School AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaCentre for Applied Water Science University of Canberra Canberra AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaInterdisciplinary Conservation Science Research Group RMIT University Melbourne Victoria AustraliaAbstract We present the outcomes of a program designed to engage primary school students with both Indigenous knowledge and biodiversity conservation, through the lens of “Totemic” species. The program provided resources for genuine engagement with Traditional Owners, and for the coordinating teachers to dedicate time to curriculum development and delivery. The material was embedded within a cross‐school core curriculum topic (biology), presenting both Indigenous and Western knowledge in parallel. Students' understanding of ecology and conservation increased significantly post‐program, as did their cultural awareness and appreciation of traditional knowledge. Care for the totemic species was also shown to increase and enthusiasm for this approach to teaching science was expressed by students. The co‐benefits of this program include creating habitat for threatened species, improvements in the health and wellbeing of students through engagement with biodiversity and the potential for ecosystem services such as cooling of the school grounds. Effective ways of embedding cultural awareness and Indigenous knowledge into the Australian curriculum are urgently needed and it is our hope that this program provides evidence of effective ways of embedding these knowledges moving forward.https://doi.org/10.1111/csp2.12904Aboriginalcultural awareness surveyenvironmental literacyscience educationsustainabilitythreatened species |
| spellingShingle | Natasha M. Ward Georgia Garrard Emily A. Gregg Benjamin May Dave Wandin Micheal Harrison Marnie Pascoe Fiona McConachie Bradley Moggridge Alex Kusmanoff Sarah A. Bekessy “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation Conservation Science and Practice Aboriginal cultural awareness survey environmental literacy science education sustainability threatened species |
| title | “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation |
| title_full | “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation |
| title_fullStr | “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation |
| title_full_unstemmed | “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation |
| title_short | “Totemic species” can be an effective lens for engaging students with Indigenous knowledge and biodiversity conservation |
| title_sort | totemic species can be an effective lens for engaging students with indigenous knowledge and biodiversity conservation |
| topic | Aboriginal cultural awareness survey environmental literacy science education sustainability threatened species |
| url | https://doi.org/10.1111/csp2.12904 |
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