Domeistic Seminars
May in 2012
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- API Seminar
- Date：May 29 (Tues.), 2012, 16:30 - 17:30
- Place：Tonan-tei（Room No. 201, 2nd floor of Inamori Foundation Memorial Building,
Kyoto University）
- Presenter：Vicente C. Handa, Ph.D., Associate Professor, Division of Science Education,
West Visayas State University
- Title：Indigenization and Hybridization of Science Curriculum: Models of Culturally
Relevant Science Education in the Philippines and Thailand
- Abstract：Section 1: In this paper, I will build my discussion around indigenous
knowledge and its parity with various ways of knowing nature including
traditional ecological knowledge, indigenous ways of living in nature,
a Japanese way of knowing seigo-shizen, and Eurocentric sciences. I will
situate my discussion in Philippine postcolonial realities, where categorical
boundaries are blurred, and any attempt to create culturally relevant preservice
science teacher preparation will create confusions and tensions between/among/within
abovementioned discourses. The Philippines is a highly colonized country―physically,
for more than 300 hundred years, and mentally, after our colonizers have
long gone.The marks of colonization are still present in our consciousness,
in our current local knowledge and in our ways of living with nature. In
the attempt to create a “third space” for culturally relevant science teacher
preparation, tensions are highlighted and categorical boundaries are troubled.
Where is science? Which one is indigenous/traditional ecological knowledge?
Which one is Filipino? Which one is foreign? Which one is ours? Which one
is borrowed? These tensions and insights are highlighted through analysis
of narratives drawn from interviews with and written outputs of prospective
science teachers, as they attempted to make sense of the local knowledge
of residents of a rural coastal village in the Philippines during Community
Immersion, a community-centered, early-field experience in science teacher
preparation.
- Section 2: Culture often mediates knowledge production in a particular
country. In Thailand, where Western scientific knowledge stands side by
side with local wisdom, how does science education negotiate these two
different and often times conflicting pathways of knowledge production
and create hybrid spaces in order to expand the boundary of official science?
Drawn from multi-site ethnographic studies in schools―in basic education
and preservice science teacher preparation―and in local villages, I will
discuss the epistemological basis of Thai local wisdom and Western science
and discuss how hybrid spaces are created in schools to accommodate local
wisdom in science instruction. Furthermore, I will present models of culturally
relevant science education in Thailand, both from the macro- and micro-perspective,
and discuss how these might inform science education in the Philippines
and other Southeast Asian countries.
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- Brief Introduction of Vicente C. Handa
- Dr. Vicente C. Handa is an associate professor of science education and
qualitative research in the Division of Science Education at the West Visayas
State University in Iloilo City, Philippines. Dr. Handa finished his Ph.
D. in Science Education degree from the University of Georgia as a Fulbright
scholar from the Philippines. His research interests center around the
socio-cultural dimension of science education, particularly on the use
of place-based, community-centered, and culturally relevant pedagogies
in the preparation of prospective science teachers. A fellow of the Nippon
Foundation Fellowships for Asian Public Intellectuals, his research attempts
to understand the indigenization and hybridization of science curriculum
both in Thailand
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- Moderator：Yoko Hayami （Professor, CSEAS, Kyoto University）
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