embedding_aboriginal_perspectives_and_knowledge_in_the_biology_curriculum_the_little_porky

This paper reports on an Action Research project that investigated the integration of Aboriginal and Western
knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on
the local knowledge of fauna of community members, the study explored the teaching of science to 12-year
8–9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons
that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect
of this integrated approach on students’ pride in heritage, cultural knowledge, learning and the Linnaean
zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge
strengthened students’ Aboriginal personal identity as well as identities as science learners and status of local
Aboriginal knowledge.