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Two-Eyed Seeing in an Indigenous Makerspace

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Session description

In this session, learn about developing a Makerspace in an Indigenous context. Students and Teachers from a Native American school learned about Makerspaces and incorporated their Indigenous culture with Western activities. Two-eyed seeing allows participants to view STEM through Indigenous and Western lenses.

Outline

What is two-eyed seeing? Western star knowledge and indigenous star knowledge overlap. (10 minutes)
Utilizing GIS to explore local landmarks of cultural significance. How GIS can be used in the participants' community. Hands-on activity(10 minutes)
Utilizing ELA skills to develop an interview for community elders. For example, student development of interview questions and recording interviews for community archives. (10 minutes)

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Supporting research

Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of environmental studies and sciences, 2, 331-340.
Becker, S. (2016). Developing Pedagogy for the Creation of a School Makerspace: Building on Constructionism, Design Thinking, and the Reggio Emilia approach. The Journal of Educational Thought (JET) / Revue de La Pensée Éducative, 49(2), 192–209. https://www.jstor.org/stable/26372370
Bull Chief, Emerson. “Belief Ways of the Apsáalooke: Development of a Culture
Through Time and Space.” Diss., Montana State U, May 2016.
Giusti, T., & Bombieri, L. (2020). Learning inclusion through makerspace: A curriculum approach in Italy to share powerful ideas in a meaningful context. The International Journal of Information and Learning Technology, 37(3), 73-86. doi:https://doi.org/10.1108/IJILT-10-2019-0095
Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.
Hill, S. A. B. (2020). Education is your most powerful weapon: Gaining understanding from Apsáalooke knowledge (Order No. 28093674). Available from ProQuest Central; Publicly Available Content Database. (2445921137). Retrieved from http://proxybl.lib.montana.edu/login?url=https://www.proquest.com/dissertations-theses/education-is-your-most-powerful-weapon-gaining/docview/2445921137/se-2
Hsu, T.H., Horng, G.J., See, A.R. Change in learning motivation observed through the introduction of design thinking in a mobile application programming course. Sustainability 2021, 13, 74-92.
Kovach, M. (2018) Doing Indigenous Methodologies in N.K Denzin & Y.S Lincoln (Eds.) The Sage handbook of qualitative research (pp. 214-234). Thousands Oaks, CA: Sage Publication, Inc.
Papert, S., & Harel, I. (1991). Constructionism. Ablex Publishing.
Piaget, J. (1971). The theory of stages in cognitive development.; McGraw-Hill: New York, NY, USA.
Tsai, M.J., Wang, C.Y. (2021). Assessing young students’ design thinking disposition and its relationship with computer programming self-efficacy. Journal of Educational Computing Research. 59, 410–428
Vygotsky, L. (1978). Mind in Society; Harvard University Press: Cambridge, MA, USA.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Black Point, Nova Scotia: Fernwood Publishing.
Zaky, Y.A.M., & Al Mulhim, E.N. (2024). Teacher Education: Design thinking approach in makerspaces to produce Quality educational video games with a visual identity and improve design thinking skills. Education Sciences, 14(7), 718. https://doi.org/10.3390/educsci14070718

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Presenters

Justin Sommerville

Student

MSUB

Dr. Elaine Westbrook

Assistant Professor

Montana State University Billings

Session specifications

Topic:

Cultural Competency

Grade level:

PK-5

Audience:

Teacher Development, Teacher, Technology Coach/Trainer

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows

Participant accounts, software and other materials:

GIS software

Subject area:

Elementary/Multiple Subjects, Interdisciplinary (STEM/STEAM)

ISTE Standards:

For Educators:
Collaborator

Use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

Designer

Design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.

Facilitator

Create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems.

TLPs:

Ensure Equity, Spark Curiosity

Related exhibitors:

Sphero