Answer To: ESC 300 STEM Pedagogies Assignment 1 Indigenous STEM perspectives Value 50% Week due End of Week 5,...
Akansha answered on Apr 06 2020
Running head: STEM Analysis.
STEM Analysis
STEM Analysis
Student Name
Student Number
Professor’s Name
Course Number
University Name
Date
Contents
Background research 2
Indigenous problem 3
Indigenous solution 3
Design features or STEM attributes of the solution 5
Disciplinary big ideas 7
Curriculum links 8
References 10
Background research
According to the 2011 census conducted by the recently published census, more than 85% of indigenous peoples and Torres Strait Islanders live in capital cities as well as district towns, and are engaged in a series of occupations such as transportation, truck drivers, managers, and professionals. These indigenous residents moreover Torres Strait Islanders receive salaries and wages, or are pay taxes, self-employed, own or are purchasing their own houses (Karahan, Bilici & Ünal, 2015). Their children’s, like other Australian children, participate in mainstream public and private school performances. Over 80 percent of an indigenous student in New South Wales, Queensland, Victoria, Tasmania, and Australian Capital Territories met the minimum nationalized standards. However, there are still a small number of people who are failing in basic literacy and arithmetic tests. Since the NAPLAN test began in 2008, this minority has not improved. According to 2011 census estimate, indigenous students account for 4.8 percent of the every school students, which is almost twice the population of the aborigines. Lower life expectancy and higher fertility rates only explain small parts of this space. The 2011 census showed that the rapid growth rate of the indigenous population was because almost all intermarried children were identified as aboriginal people, which led to a high percentage of an indigenous student (Balding, 2000). The Students of both indigenous, as well as non-parental parents, are proud of heritage, aboriginal and other ancestors of either the Anglo-Celtic, Chinese, Jewish or their parents and grandparents. Although most indigenous Australians have achieved success, most still miss the benefits of Australian life. In Australia, the proportion of indigenous people living in welfare-dependent households is too high, and the proportion of non-literate and non-literate indigenous students is high, and therefore cannot be promoted to work and career. The highest failure rate is in aboriginal schools - the number of indigenous students exceeds 75%. They recruit about 20,000 students, mainly in the shrub community that does not have the private sector or practical work on the indigenous land, so they rely entirely on welfare. The failure rate of these schools is usually more than 90%. There is no special need for a native student (Johnson, 2012).
Indigenous problem
In many cases in the world, the education acquired by indigenous people is not only inappropriate, but it also threatens their existence. Educational policies and institutions are often used as a means to systematically discriminate against indigenous peoples, assimilate them (sometimes "civilized" them) into wider society, thereby destroying their culture, language, identity and rights and replacing them with theirs. These educational systems, policies, and courses have rarely been developed with involvement or issues of the indigenous peoples, so most indigenous children have failed and have brought them out of important life opportunities and cultural security. The right to education for indigenous people has identified some serious concerns and obstacles to the realization of the right to education in indigenous areas (What makes for successful K-12 STEM education, 2011). It finds that indigenous people feel a lack of control over their children's education initiatives - when these programs and services are being designed and implemented, they are not consulted. Therefore, they found that the implemented programs were not provided by indigenous people themselves, without their language, and they did not respect their history, traditional knowledge or culture. The report shows that education programmes designed for children, especially women and girls, must recognize and take into account their special needs and the obstacles they face in accessing quality education. The report also explains why indigenous students cannot be forced into the mainstream education system that does not integrate their culture, or use a single education model for all students, regardless of who they are, without adversely affecting their human rights (Levinson, 2011).
Indigenous solution
Education is ever more viewed as one of greatest long-term economic and social investments that countries can make. The proper education enables indigenous children and adult learners to exercise and enjoy social, cultural rights, and economic (Successful K-12 STEM education, 2011). It also strengthens their capabilities to exercise social rights so that they can impact political policy procedures and strengthen their protection of the human rights. Therefore, education is an important means to enjoy, maintain and disseminate indigenous cultures, languages, traditions and traditional knowledge as well as means to empower individuals and institutions. In...