We propose a three-phase plan to gather and document novel thinking about the role of community in determining and supporting effective mathematics and science education in indigenous communities. We will convene an eclectic international group of innovators who have developed deep sensibilities about the social ideals, values, and behavioral standards that have shaped local approaches to successful schooling in mathematics and science. Each member will have a depth of experience thinking .outside the box. and creating successful innovations that make a meaningful difference in real communities. This shared experience of striving to develop solutions (against the odds) forms a common thread that we believe will help participants interweave their perspectives and intentions as a group.with a focus on articulating a set of truly transformative ideas about how community involvement in indigenous education can help all children learn mathematics and science. In Phase I, a small but representative international Working Group of primarily indigenous mathematics and science educators and researchers will convene in a five-day long institute. Deliberations will center on the role of community in determining and supporting education by navigating tensions among traditional/western mathematics and science/knowledge/approaches, culturally responsive curriculum, teacher preparation/cultural orientation, language revitalization and language maintenance, the indigenous research agenda, alternative assessment models, and technical assistance/support structures. Participants will report on their own work and come together for in-depth discussions in smaller work groups around specified sub-themes. By the end of the meeting, the Working Group will develop an agenda and plan of action that will guide future activities. In Phase II, a nominated council of up to four individuals from the Working Group, will attend selected national meetings in mathematics, science, and indigenous education, and via a series of interactive workshops, panels, and/or individual presentations, introduce the Working Group.s vision and agenda, and elicit contributions from educators and community members similarly engaged in community-driven education. In Phase III, two members of the Working Group will attend the triennial World Indigenous People.s conference, which hosts peoples from around the world who are committed to achieving reform and transformation of education. Working Group participants will offer workshops at this conference and seek counsel and input from this further extended group involved in like-minded efforts. A web-based interactive community will remain in place during all phases of the work to facilitate ready connection and communication.
Intellectual Merit: A growing group of knowledgeable mathematics and science educators and others who will continue to work toward defining indigenous ways of knowing and educational philosophies, inspire growing dialogues in uses of indigenous knowledge in schooling, and stimulate increased integration of indigenous knowledge in educational curriculum.
Broad Impacts: Learnings will contribute to the emerging international body of scholarly work that delineates ways in which local cultural context fosters academic success in mathematics and science for all students.
