I'd like to follow up on an issue that is very intriguing to me. In last
year's discussion, as both Gay and Christine have mentioned, we had a
number of contributions both on local/domestic issues in the U.S. and at
the international level. I believe that many times we in the U.S. see
little relation between our situation and those of other countries.
Clearly, there are many differences, but there are also links. I believe
that many of the disconnects felt by us in the U.S. have to do with
In the international sphere we tend to talk about indigenous knowledge, or
local knowledge. It can be called many things, including
experiential-based knowledge or traditional knowledge. The incorporation
and use of this type of knowledge has indeed been part of some strategies
to improve interest among girls (and children in general) in science. Does
anyone have any concrete examples of these? any knowledge of what works
and what doesn't about this?
Some schools and programs have the desire and freedom to experiment with
interdisciplinary approaches to topics of interest. Would this make the
incorporation of traditional knowledge easier? My sense is that
traditional knowledge may not fit neatly into the strict division into
disciplines that academia often prefers.
WEEA Equity Resource Center
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