Abstract
In D(L)akota star knowledge, the Sun is known as Wi and the Moon is Han-Wi. They have an important relationship, husband and wife. The pattern of their ever-changing relationship is mirrored in the motions of Sun and Moon as seen from our backyards, also called the lunar phases. The framework of the cultural teaching is storytelling and relationships. Cultural perspectives in astronomy such as this remind us of how indigenous ways of knowing are rooted in inclusion, engagement, and relevancy. Designed by A. Lee in 2007, the Native Skywatchers initiative seeks to remember and revitalize indigenous star and earth knowledge, promoting the native voice as the lead voice. The overarching goal of Native Skywatchers is to communicate the knowledge that indigenous people traditionally practiced a sustainable way of living and sustainable engineering through a living and participatory relationship with the above and below, sky and earth. In 2012 two indigenous star maps were created: the Ojibwe Giizhig Anung Masinaaigan-Ojibwe Sky Star Map (A. Lee, W. Wilson, C. Gawboy), and the D(L)akota star map, Makoce Wicanhpi Wowapi (A. Lee, J. Rock). In 2016, a collaboration with W. Buck of the Manitoba First Nations Resource Centre (MFNRC), produced a third star map: Ininew Achakos Masinikan- Cree Star Map Book. We aim to improve current inequities in education for native young people especially through STEM engagement, to inspire increased cultural pride, and promote community wellness. Presented here will be recently created resources such as: astronomical calendar-paintings and short videos that exist at the intersection of art-science-culture. As we look for sustainable ways to widen participation in STEM, particularly in astronomy education, part of the conversation needs to consider the place for art and culture in STEM.
Highlights
1.1 Overview and NeedDespite enormous effort and millions of funding dollars to improve K-12 STEM education, inequities persist across the US
Native Americans are facing a crisis in STEM education
Native American people saw themselves as stewards of the natural world, and there is clearly a disconnect in education systems that have failed to tap into what should be an area of interest
Summary
Despite enormous effort and millions of funding dollars to improve K-12 STEM education, inequities persist across the US. One standard requires teachers to include how underrepresented cultural groups have contributed to science, “Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry.” (MDE 2009) Benchmark 3.1.3.2.1 states “Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools. In addition to state science standards that promote cultural relevancy, each school district in Minnesota that has ten or more American Indian students can apply for Federal and State funding through the MN Office of Indian Education. The Native Skywatchers research and programming initiative works closely with many of the American Indian educator liaisons throughout the state delivering educator training workshops and indigenous STEM resources
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
