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Figure 1. A comparison of the perspectives of
Western earth sciences (A) and the Acoma
Pueblo community (B) of the stratigraphy near
Acoma Pueblo. The stratigraphic positions of
earth materials that are “culturally sensitive” to
the local Native communities have not been
labeled in this version of the figure, because it is
intended for non-tribal members. Modified
from Maxwell (1976).
students from widely variable backgrounds about geologic Western scientific concepts with cultural knowledge that has GSA TODAY | www.geosociety.org/gsatoday
concepts (Gruenewald, 2003; King, 2008; Semken et al., 2009; already been socially transferred to the student from the elders
Semken and Brandt, 2010). Because PBE uses a holistic perspec- and local community. This approach, which we advocate in this
tive, it is an effective way to combine scientific knowledge— article, requires earth-science instructors to put their science into
which the student may be unaware of—with knowledge that is a cultural perspective, which in turn requires the instructors to
already within the student’s realm of cultural awareness become familiar with their local Native communities as well as
(Barnhardt and Kawagley, 2005). For our approach, we define Native perspectives and uses of the local landscape. During this
PBE as an educational framework that can utilize landscapes/ phase of information gathering, respect for cultural boundaries
places as mediums through which cultural traditions and (including consent to use the traditional knowledge for teaching
Western science inform each other through the lives of people as purposes) should be paramount. Many times, this can be achieved
they experience these places. through close collaboration with respected Elders as well as the
governing entities of particular Native communities. Building
Our approach builds on the educational framework that situ- these types of relationships requires time and trust, but they can
ates learning (knowledge) in the social context of the community, also be very rewarding and provide learning opportunities for
the tools and practices employed, and the activity itself (e.g., Lave both the students and the instructor.
and Wenger, 1991). For our example, PBE requires the blending of
two cultures: that of the Acoma Pueblo people and that of In closing, it is important to note that STEM education
Western science. We feel this blending of two cultures is an espe- designed for the diverse cultural needs of Native American
cially important element of teaching earth science to Native students is lacking. The future of these students’ traditional
communities. In our version of this place-based pedagogy, the communities is partially dependent on the strength of knowledge
instructor provides an opportunity for the student to integrate the community has regarding landscape uses, natural resources,
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