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INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN

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An Erratum to this article was published on 09 January 2013

ABSTRACT

The tacit messages transmitted to indigenous learners in the science classroom provide a lens through which indigenous disengagement with school science can be better understood. In this paper, the findings of a cross-national comparative study conducted with indigenous Maori students in New Zealand and Seediq/Atayal students in Taiwan are discussed from a sociological perspective. The purposes of the present study were to explore the ways in which indigenous elementary school students in two industrialized nations experience the science curriculum and to identify the socialization processes through which patterns of indigenous under-achievement in science are maintained and reproduced. The findings suggest that the peripheral positioning of indigenous culture and knowledge within the science curriculum in developed nations underpins a series of tacit pedagogical codes that contribute to indigenous student disengagement with the subject.

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Authors and Affiliations

  1. He Parekereke, Faculty of Education, Victoria University of Wellington, Wellington, New Zealand

    Joanna Kidman

  2. Department of Ecological Humanities, Providence University, 200 Chung-Chi Rd., Shalu, Taichung, Taiwan

    Chiung-Fen Yen

  3. Department of Education, University of New Hampshire, Durham, NH, USA

    Eleanor Abrams

Authors
  1. Joanna Kidman
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  2. Chiung-Fen Yen
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  3. Eleanor Abrams
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Correspondence to Chiung-Fen Yen.

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Kidman, J., Yen, CF. & Abrams, E. INDIGENOUS STUDENTS’ EXPERIENCES OF THE HIDDEN CURRICULUM IN SCIENCE EDUCATION: A CROSS-NATIONAL STUDY IN NEW ZEALAND AND TAIWAN. Int J of Sci and Math Educ 11, 43–64 (2013). https://doi.org/10.1007/s10763-012-9365-9

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  • DOI: https://doi.org/10.1007/s10763-012-9365-9

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