THE IMPORTANCE OF CONNECTION TO PLACE FOR NATIVE YOUTH IN STEM EDUCATION (Invited Presentation)

Place and inquiry-based STEM education that bridges Native Traditional Knowledge systems with Western STEM is important for student learning. In co-created, place-based learning experiences for Native youth, interweaving cultural traditions, arts, language, and community partnerships is critical in promoting authentic, meaningful learning. Typically, standardized STEM curriculum and western-based pedagogies within mainstream education systems do not reflect the true nature of Native STEM knowledge or deep connections to Traditional STEM knowledge systems developed over thousands of years. The absence of this knowledge base can inadvertently communicate a deficit-based STEM identity, which can directly impact Native youths’ participation and engagement in STEM. Reframing STEM education for Native youth to include the vitality of community and sustainability requires active consideration of what counts as science learning and who serves as holders and conduits of STEM knowledge. As such, Native educators and cultural practitioners are critical for facilitating Native youths’ curiosity and engagement with STEM. Acknowledging the importance of students’ connection to place and incorporating that connection into STEM education provides a familiar and safe space for STEM learning, builds confidence in students STEM identity, and provides historical context for Traditional Knowledge systems.