Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

Abstract

Paragonimiasis is an illness that involves both humans and animals. It is caused by parasites from the genus Paragonimus (Trematoda: Troglotrematidae). The illness is endemic to tropical and subtropical countries in Asia, Africa, and America, with different species being responsible in different areas. In Colombia, members of the Indigenous Embera community become infected when they eat raw crustaceans which contain the metacercarian form of the parasite, which lives in the lungs, leading to hemoptysis (bloodstained phlegm in the lungs). Eating raw crustaceans is part of the Embera traditions and beliefs. This article describes the effect of a teaching–learning sequence (TLS) based on a controversy about health, biology, and indigenous knowledge (IK) in promoting undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities. It examines the written and oral arguments produced by 120 university students (59 females and 61 males, 16–28 years old) in Colombia during a complete TLS supervised by the same instructor. The data used in this analysis were derived from students’ written responses and audio recordings. The first aim of this study was to provide evidence that a controversial issue combining health, biology, and IK could be used to promote students’ awareness of the importance of respecting the traditions and beliefs of indigenous communities. The second objective was to assess the effectiveness of the TLS to engage students in argumentative classroom interactions (such as debates) relating to a controversial issue. The findings show that this issue can be useful for promoting undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities.