Traditional Knowledge in the Classroom

Western Scientific knowledge.
Traditional (ecological) knowledge.

Some believe that never the twain shall (or should) meet.

As a science teacher I couldn't disagree more.

Adult educators talk about how to motivate students, how to foster a positive, inclusive classroom atmosphere.  I believe that the use of traditional knowledge (TK), story telling, even sharing experiences on the species, habitats, or concepts being studied can help with this.

Also, scientific and traditional knowledge, though different (quantitative vs. qualitative, written vs oral transmission, short term vs long term, etc.,), both have their place in learning.  The challenge is not (surprisingly) incorporating TK into curriculum, or even developing whole units of learning using TK,  but the dilemma that comes with authentic assessment: a course that is for credit means marks, which means formal assessment.  How does one reconcile that with the course objectives, which could be cultural or affective in nature? In a region where cultural expertise is measured in handiwork, in depth of cultural knowledge and years of experience, how does one measure and assign value to learning?  The validity issues are many. 

Dilemma aside, here is a UBC blog post with resources on ways to incorporate TK in the classroom, including the use of technology to preserve it.   The Handbook for Culturally Responsive Science Curriculum that the author links to is something I'd like to explore more, since it raises the issue of assessment strategies, as well as how to host elders in the classroom.