Indigenous Science Network Bulletin
December 2002 (Volume 5, Number 6)
Editor: Michael Michie
With this issue of the Indigenous Science Network Bulletin, we are completing five years of publication. As you can see from the home page, the Network was formed at a meeting in Darwin (Australia) of science educators attending one or other or both conferences there in 1998. There were about 10 people at the meeting; now there are 100 people listed from each continent and enquiries come through every now and then as people find the website. And they're not all science educators!
There are changes in the air, hopefully for the better. I have had some graphics to incorporate in the Bulletin from volume 6, and I'm looking to have a webpage of regular links. I know some people have their own websites and they might be willing to give us access to these and to their publications.
Thank you to those people who have sent items for the Bulletin over the past five years - please keep it up. I'd also like to thank those people who have sent messages of thanks for keeping the Bulletin going. It was meant to help people keep in touch with what's going on and I hope that's what it's doing and will continue to do.
Might I also ask you to keep in touch with others in the Network, by letting us know if you are doing something or come across a good resource. There are a number of items in this issue that have been contributed by other members. The Bulletin is published every second month (starting in February) and I send a reminder to everybody just before it comes out.
|Do you list membership of the Indigenous Science Network on your CV? Perhaps you should consider it. It may be the cheapest professional organisation that you are a member of.|
World Indigenous Peoples Conference on Education - Calgary, Alberta, Canada.
Marita Hyman attended this conference recently and sent the following report.
WIPCE 2002 convened on Nakoda land in Alberta, Canada early in August. For science and math educators, the conference brought a small group of presenters to the area.
Barbara Frazier (Federation of Saskatchewan Indian Nations, Canada): discussed connections being made to promote math and science in First Nations communities and schools while emphasizing traditional community values. The goal of the program is multifold and includes the concept of relationship between the self, family, traditional landscape (Home) and a life in balance.
Sakiestewa Gilbert (Navajo/Hopi, Southwest United States): shared several concrete lesson plans from K-12 curriculum in Earth Science and Biology that incorporate Navajo and Hopi experiences and conceptions of the world into discussions of minerals and plants. Guidance for teacher preparation, parent involvement, and student learning of culturally integrated materials were part of each lesson plan.
Sherri Chisan (Cree, First Nations Canada): provided insights into her methodology and results from a study designed to explore the relationships between teachers and learners based on the concepts embedded in the Cree medicine wheel. These concepts wove spiritual, physical, emotional and mental aspects of the human person into one cloth and explored the implications for teaching and learning.
Marie Battiste (First Nations Canada): organized several theme sessions around the important topic of decolonizing methodologies. She has several books published on this topic in the Canadian context.
Members from the Alaskan Native Knowledge Network were also in attendance to discuss their work with integrating culturally relevant science into the school curriculum.
Contact information for presenters provided as requested to Marita Hyman (firstname.lastname@example.org).
Glen Aikenhead's Aboriginal Research Project
Glen Aikenhead wrote the following invitation to network members:
"I've embarked on a project to try to articulate (as a culture broker between Aboriginal scholars and Western scholars) an Aboriginal Research Paradigm (to be compared with the so-called quantitative, qualitative, and postmodern research paradigms). I've recently come across some sources that attempt to deal with this issue in one way or another. These references may be helpful to others in the network, and in return, I would like to hear of other sources."
Working together, Glen and I have listed the following materials so far. If you would like to add to the list, please contact Glen. The list will be put out as a link to the ISN home page.
Archibald, J. (1999). Hands back, hands forward: Revisiting Aboriginal voices and re-visioning Aboriginal research. Canadian Journal of Native Education, 23(1), 1-5.
Bishop, R. (1996). Collaborative research stories: Whakawhanaungatanga. Palmerston North, NZ: Dunmore Press.
Bishop, R. (1997). Maori people's concerns about research into their lives. History of Education Review, 26, 25-41.
Bishop, R. (1998). Freeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge. Qualitative Studies in Education, 11(2), 199-219.
Bishop, R., & Glynn, R. (1999). Culture counts: Changing power relations in education. Palmerston North, Aotearoa / New Zealand: Dunmore Press.
Battiste, M. (1986). Micmac literacy and cognitive assimilation. In J. Barman, Y. Herbert, & D. McCaskell (Eds.), Indian education in Canada, Vol. 1: The legacy. Vancouver, BC: University of British Columbia Press, pp. 23-44.
Battiste, M. (2000). Maintaining Aboriginal identity, language, and culture in modern society. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision. Vancouver, BC: University of British Columbia Press, pp. 192-208.
Battiste, M., & Henderson, J.Y. (2000). Protecting Indigenous knowledge and heritage. Saskatoon, Saskatchewan: Purich Publishing.
Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe., New Mexico: Clear Light Publishers.
Cardinal, L. (2001). What is an Indigenous perspective? Canadian Journal of Native Education, 25, 180-182.
Deloria, V. (1992). Relativity, relatedness and reality. Winds of Change, (Autumn), 35-40.
Duran, E., & Duran, B. (1995). Native American postcolonial psychology. Albany, NY: State University of New York Press.
Ermine, W.J. (1995). Aboriginal epistemology. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds. Vancouver, Canada: University of British Columbia Press, pp. 101-112.
Haig-Brown, C. (1992). Choosing border work. Canadian Journal of Native Education, 19(1),
Haig-Brown, C., & Archibald, J. (1996). Transforming First Nation's research with respect and power. Qualitative Studies in Education, 9(2), 245-267.
Hampton, E. (1995). Towards a redefinition of Indian education. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds. Vancouver, Canada: University of British Columbia Press, pp. 5-46.
Heshusius, L. (1994). Freeing ourselves from objectivity: Managing subjectivity or turning toward a participatory mode of consciousness. Educational Researcher, 23(3), 15-22.
Kawagley, O. (1990). Yup'ik ways of knowing. Canadian Journal of Native Education, 17(2), 5-17.
Kawagley, O. (1995). A Yupiaq worldview. Prospect Heights, IL: Waveland Press.
Knudtson, P., & Suzuki, D. (1992). Wisdom of the elders. Toronto, Canada: Stoddart.
Leavitt, R. (1995). Language and cultural content in Native education. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds. Vancouver, Canada: University of British Columbia Press, pp. 124-138.
Meyer, M.A. (1998). Native Hawaiian epistemology: Exploring Hawaiian views of knowledge. Cultural Survival Quarterly, Spring 1998, 38-40.
Omani, L.J. (1992). Developing a process for conducting educational research with the Dakota people of Wahpeton. Unpublished M.Ed. Thesis. Saskatoon, Canada: University of Saskatchewan.
Peat, D. (1994). Lighting the seventh fire. New York: Carol Publishing Group.
Scheurich, J., & Young, M. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Review, 26, 4-16.
Semali, L.M., & Kincheloe, J.L. (Eds.) (1999). What is Indigenous knowledge? Voices from the academy. New York: Falmer Press.
Simonelli, R. (1994). Sustainable science: A look at science through historic eyes and through the eyes of indigenous peoples. Bulletin of Science, Technology & Society, 14, 1-12.
Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London & New York: Zed Books/Dunedin, NZ: University of Otago Press.
Snively, G. (1990). Traditional Native Indian beliefs, cultural values, and science instruction. Canadian Journal of Native Education, 17, 44-59.
Te Hennepe, S. (1993). Issues of respect: Reflections of First Nations students' experiences in post-secondary anthropology classrooms. Canadian Journal of Native Education, 20(2)
Weber-Pillwax, C. (2001). What is Indigenous research? Canadian Journal of Native Education, 25, 166-174.
Wilson, Shawn. (2001). What is an Indigenous research methodology? Canadian Journal of Native Education, 25, 175-179.
Wilson, Stan. (2001). Editorial: Self-as-relationship in indigenous research. Canadian Journal of Native Education, 25, 91-92.
You can contact Glen at
Dr. Glen Aikenhead
College of Education
University of Saskatchewan
28 Campus Drive
Saskatoon, SK, S7N 0X1
Caroline Smith forwarded this item:
At Australian Catholic University, St Patrick’s campus in Melbourne, teacher educators Diane White (Art Education) and Caroline Smith (Science Education) and the Victorian Aboriginal Liaison office, Naomi Wolfe, are looking at ways to include indigenous perspectives in Primary teacher Art and Science education. This pilot project has been funded by a small grant from the Dean’s teaching Incentive Fund. Diane, Caroline and Naomi worked together to develop a trial teaching experience for third year undergraduate primary teachers. One week was set aside during the normal undergraduate programme where Naomi gave both the art and the science education lecture. This report focuses on the science education aspect.
The science education lecture centred around Indigenous science perspectives as other ways of knowing and discussed the bringing together of Western and indigenous science to a new hybrid space. This built on work that the students had previously done with Lyn Carter and Caroline Smith in their first year Science and Technology unit that used a postcolonial framework for discussing science and technology as cultural products.
Then the students from one tutorial group were led on the wonderful Aboriginal Heritage ‘Spirit-Connection-Land’ walk at the Melbourne Botanic Gardens where they learned about the pre-settlement history of this land, and were shown some of the plants now in the gardens that were/are of cultural significance to the local Boonwurrung and Woiwurrung people. The pilot was to have concluded with a focus group to discuss the students’ reactions, but this is still to eventuate. Anecdotal evidence suggests that students found that widening their appreciation of what science is was valuable and important for both their own education and that of their prospective primary school students.
Next year we are intending working further on this to include further indigenous perspectives. We also intend working with Naomi to develop teaching materials and experiences for prospective Secondary science teachers.
Lecturer, Science Education
Australian Catholic University
New name for FATSIS
The Faculty of Aboriginal and Torres Strait Islander Studies at the Northern Territory University has been renamed. It is to be known as the Faculty of Indigenous Research and Education (or FIRE), to better reflect its role
Indigenous Online Network Updates (ION Updates)
ION Updates are prepared by the Aboriginal Research Institute at the University of South Australia and are forwarded to e-mail members of the Indigenous Science Network regularly (about every two weeks). The following are some highlights since the October Bulletin.
To access the Executive Summary of the Commonwealth Government Response to
the Final Report of the Council for Aboriginal Reconciliation, Reconciliation:
Australia's challenge, click here
To access the response by Dr Bill Jonas, the Aboriginal and Torres Strait Islander Social Justice Commissioner, click here -
Dr William Jonas AM, the acting Race Discrimination Commissioner, has
launched an internet forum to encourage public comment on race issues in
Australia. The e-Race forum will inform people about how the Racial
Discrimination Act operates and will invite feedback on policy issues. 3-4
topics will be introduced each year for public comment, suggestions and
feedback. Visit the e-Race forum website at
A message has been passed on that Blackbooks is closing down. Last day of
operation will be 15 December. Between now and 15 December, all stock is being
sold at a 15% discount. Contacts: phone (02)9660 2396, or e-mail to
Dr Miller and the Islanders: Retracing the 1898 Cambridge Anthropological
Expedition to Torres Strait. This is a link to the BBC Panorama program in which
Dr Jonathon Miller retraced the steps of the 1898 Cambridge Anthropological
Expedition to Torres Strait, led by AC Haddon, to mark the centenary of the
expedition. The transcript is downloadable.
ABC Indigenous Cultural Protocols for Media Reporting Website http://abc.net.au/message/proper. The new Indigenous Cultural Protocol site is a comprehensive media resource for journalists, producers and editors aiming to bring awareness to the diversity of cultures and protocols within Australia's Indigenous communities. The site is designed to educate the media in how to effectively communicate with the people or community they are working with, while maintaining respect for their customs.
The AIATSIS Research Grant Round for 2003 has now commenced. For access to information relating to AIATSIS Grants for 2003 please refer to the website at http://www.aiatsis.gov.au/rsrch/rsrch_grnts/rg_abt.htm
National Report to Parliament on Indigenous Education and Training, 2001
ION Updates have been prepared and distributed by Vicky Nakata whose contract is expiring. I'd like to thank Vicky for sharing the information freely with members of the Network. MM.
I put some of this information together following a recent request. MM
Johnson, D. (1998). Night skies of Aboriginal Australia. Sydney: University of Sydney (Oceania Monograph 47).
Burra, L. (2001). Spirit of the night sky. Marlston, SA: JB Books.
ABC Books. (1996). Aboriginal sky figures. Sydney: ABC Books. (skywheel and text)
Rai, M., & Morieson, J. (1995). The lore of the sky people. The authors.
Morieson, J. (2002). Stars over Tyrrell: The night sky of the Boorong. The author.
O'Brien, M.L. (1990). The legend of the seven sisters. Canberra: Aboriginal Studies Press.
Goldsmith, J. (1999). The emu in the sky. Australian Geographic, 55, 19.
Malcolm, C. (1995). There's an emu in the sky. Carlton, Vic.: Curriculum Corporation.
http://www.sbs.com.au/whatever2/issues/issuearchive.html?topicNow=38# and click on "Guiding stars" on the right hand side.
I recently bought a calendar on my visit to Aotearoa/New Zealand which is based on the traditional Maori calendar. Traditionally, the new year begins at the time of the first new moon after Matariki (the Pleiades) reappear in the early morning sky. This calendar runs from June 2002 to May 2003 and is decorated with images appropriate to the theme of the month. It was published by the Museum of New Zealand Te Papa Tongawera.
A recent TV program on SBS in Australia looked at the work of William
Sullivan in deciphering messages left by the Incas through Catholic priests among the Spanish invaders of South America. The following two websites
refer to the television program and his book.
You may be interested in taking a look at this website on ethnomathematics,
forwarded by Mark Linkson.
AMUCHMA Newsletter 26
AMUCHMA is the African Mathematical Union Commission on the History of
Mathematics in Africa, and they have been producing a newsletter for some time.
The newsletter is available in html or pdf forms. For more information go to
http://www.math.buffalo.edu/mad/AMU/amuchma_online.html. All the earlier issues are available on the same web page.
I thought that the following items from the newsletter might be of interest, as well as some references on astronomy.
Association for Science and Cultural Diversity (IASCUD)
IASCUD launched it website in October 2002. The book "Science and Cultural Diversity: Filling a gap in the History of Science", edited by Juan Saldaña can be downloaded from IASCUD’s website: http://iascud.univalle.edu.co
* Indigenous Knowledge
World Wide (IKWW)
The Indigenous Knowledge World Wide Newsletter, published by NUFFIC (PO Box 29777, 2502 LT The Hague, The Netherlands) is also available online: http://www.nuffic.nl/ik-pages/ikww
Journal of Indigenous Knowledge Systems
The first issue of the Indilinga: African Journal of Indigenous Knowledge Systems was launched on the 2 March 2002 at the 4th African Renaissance International Conference in Durban, South Africa. The second issue will have as theme "research methods for indigenous knowledge systems." For more information, contact the editor, Queeneth Mkabela, Private bag x10, Isipingo, 4110 South Africa (Fax: 27-31-90 93 011; E-mail: email@example.com).
The contact person for AMUCHMA is
Prof. Dr. Paulus Gerdes
(African Mathematical Union Commission on the History of Mathematics)
Postal address: C.P. 915, Maputo, Mozambique
Tel. & Fax: +258-1-49 45 04
Sharing our pathways
The two latest issues of Sharing our pathways are now available at the Alaskan Native Knowledge Network website, http://www.ankn.uaf.edu/sop/. The newsletter is available in html and pdf versions; the html version has active links to the websites that are mentioned.
A new edition of Bill Neidjie - Gagadju Man has been released by J.B. Books Australia. Bill Neidjie was the well-known traditional owner of land now part of Kakadu National Park who died earlier this year. The book is described as "the environmental and spiritual philosophy of a senior traditional owner" and had previously been released under the title Kakadu Man.
Book Review: Indigenous Knowledges in Global Contexts: Multiple readings of our world, edited by GJ Sefa Del, BL Hall & DG Rosenberg, University of Toronto Press, 2000.
Browsing through the new releases on the Northern Territory University library shelves, I found a collection of readings under the title Indigenous Knowledges in Global Contexts: Multiple readings of our world. This turned out to be an interesting concoction of cultural viewpoints that raise questions about knowledge systems outside the common paradigms of academic study. The articles in the book reflect the strengths of Indigenous knowledge systems while recognising the difficulties in maintaining this knowledge with the onslaught of global media and beliefs linked to economic development.
Published in Canada, these readings examine aspects of Indigenous knowledge in four sections. These are 'Definitions and Boundaries', 'Resistance and Advocacy', 'Academy' and 'Transforming Practices'. Across these four areas, sixteen writers have contributed from cultural origins as far afield as Canada, Hawaii, India and Africa on diverse topics including health, politics, spirituality, education, ecology, economics and cultural learning. The broad spread of topics assist in defining issues that concern Indigenous peoples around the world and they aim to generate not only social recognition but also transformation of ideas. Even though there are no contributions from Australia, global Indigenous perspectives, presented in an academic way, give insight into issues that may be shared across communities.
I particularly appreciated the editors giving short cultural biographies of themselves and their interest in the subject area. Biographic details for each of the contributors also give the reader insight into their perspectives in regard to indigenous issues relating to their life experiences in different parts of the world.
The theme of health was well covered. One article of broad general interest dealt with the role of Ayurvedic medicine in India historically as well as in the present. Another dealt with policies for healing and wellness in the Inuit community of Ontario. A third article dealt with the role of women in the transmission of healing knowledge in Kenya. By looking at topics such as this it can be seen that there is a strong resistance by many people to Western impositions about how wellness should be achieved.
A primary aim of the publication in the introduction is to "develop dialogue for bringing Indigenous knowledges into the orbit of Western scientific knowledge" and that "local peoples must be seen as key players in the construction of knowledge about our societies" (p16). Although some of the articles require familiarity with terms that may not be in general use, this collection of articles communicates clearly to a non-specialist audience and achieves its stated aims.
Northern Territory University
THE THIRD INTERNATIONAL CONFERENCE ON DIVERSITY IN ORGANISATIONS,
COMMUNITIES AND NATIONS
The East-West Center, University of Hawai'i, 13-16 February 2003
CONFERENCE THEME: Cultural Diversity in a Globalising World
The Diversity Conference is being hosted this year by the Globalism Institute at RMIT University in Melbourne, Australia, and the Globalization Research Centre at the University of Hawai'i.
The conference will include both major keynote addresses by internationally renowned speakers and numerous small-group workshop and paper presentation sessions. In all sessions we are encouraging people to bring an active sense of the world today, from the global to the local, and to engage with the possibilities for positive change. The themes listed on the website indicate the range of issues which the conference will be addressing, and you may like to speak to these from a variety of perspectives - engaged scholarly interest in diversity; governmental and non-governmental involvement in community building; interest in diversity management; your research on aspects of culture and diversity - whatever you do or whatever moves you to speak.
Papers submitted for the conference proceedings will be fully peer-refereed and published in print and electronic formats. If you are unable to attend the conference, virtual registrations are also available allowing access to the electronic versions of the conference proceedings, as well as virtual presentations which mean that your paper can be included in the refereeing process and published with the conference proceedings.
The deadline for the first round call for papers is 31 October 2001. Visit the conference website for the closing dates of subsequent rounds. Full details of the conference, including an online call for papers form, are to be found at the conference website.
ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia
& Telecommunications. Please note Topic 7: Indigenous Peoples &
Technology - this topic provides information on the issues and applications
related to Indigenous peoples and technology. Date: 23/6/2003 to 28/6/2003
Location: Honolulu, Hawaii
International Conference on Inclusive Education 2003, Hong Kong, 2 to 5
The Conference is organized by The Centre for Special Needs and Studies in Inclusive Education (CSNSIE) of The Hong Kong Institute of Education.
Hong Kong has made important strides in integrating students since the initiation of a pilot project on integration in 1997. The dynamics created in schools in providing integrated education, coupled with the launch of the education reform movement, have offered unique challenges and experiences to educators and professionals in Hong Kong. The education reform in Hong Kong involves system changes, which cover the curricula, academic structure and assessment mechanisms, with an aim of achieving the vision of “Life-long learning and all-round development”. As integration is high on the international agenda for education reform, this inaugural conference of CSNSIE will create an exciting opportunity for educators in Hong Kong to meet with international participants. The discussion during the conference and the exchange of insights and experiences will help each other to develop better understanding and formulate new strategies in relation to policies, procedures, and practices, to support children with disabilities.
The main theme of this Conference is "Inclusive Education: A Framework
for Reform". The followings are the sub-themes:
- Managing change in special and regular education
- Establishing equity in education around the world
- Developing instructional practices for the inclusive classroom
- Advances in dealing with specific learning disabilities
- Supporting students in special education and services
- Evaluating outcomes of inclusive education
- The role of technology in special education
- Preparing future teachers for special an regular education settings
- Life education
Please note that the deadline for proposal submission is February 28, 2003. For further information, please refer to the attached pamphlet or visit the Conference website at http://www.ied.edu.hk/csnsie/icie2003/.
CONASTA 52 - Australian Science Teacher's Association (ASTA) National Conference "Sustainability - past, present, future". 6-11 July 2003: Sunshine Coast, Queensland (http://www.conasta52.org). All proposals for papers or workshops due by 14 February 2003.
Social Educators Association of Australia - Conference 'Social
Education for a Changing World'.
9 - 12 July 2003, Rydges Hotel, Exhibition Street, Melbourne
Conference themes: Participants are invited to submit workshops and presentations either as 90 minute workshop sessions or 30 minute paper sessions which address creative engagement, critical literacy and integrated enquiry in the following themes:
Workshops which particularly include the creative arts and Studies of Society and Environment will be welcomed.
Call for papers: Proposals are invited and are due by 30 November 2002. Please download and send an electronic version found on the website at www.vasst.asn.au/seaa/index.html.
CALENDAR OF EVENTS
This is mostly a summary of upcoming conferences. More details may have been given above, in previous bulletins or circulated by e-mail. A web-based contact is usually included.
1-5 December 2002: Australian Association for Research in Education, 2002 Education Research Conference, Brisbane, Queensland (http://www.aare.edu.au)
2-5 December 2002: Remaking Asia Pacific Studies: Knowledge, Power, and Pedagogy - School of Hawaiian, Asian and Pacific Studies, University of Hawai'i at Manoa (http://www.hawaii.edu/movingcultures/stage2_conference.htm, e-mail firstname.lastname@example.org)
6-8 December 2002 : Internationalizing Education in the Asia-Pacific Region: Critical Reflections, Critical Times - University of New England, Armidale NSW ( http://fehps.une.edu.au/anzcies/ANZCIESConf2002.html, E-mail: email@example.com)
9-10 December 2002: Contemporary approaches to research in mathematics, science, health and environmental education, Centre for Studies in Mathematics, Science and Environmental Education, Melbourne Campus, Deakin University. Please phone Anusha Weerasinghe on (03) 9244 6369 or email firstname.lastname@example.org if you would like more details or a copy of the symposium brochure.
11-13 December 2002: EDUCATION AND SOCIAL ACTION CONFERENCE 2002 - at the Centre for Popular Education, city campus of University of Technology, Sydney, Australia. Tel. 02-9514 3843 Fax: 02-9514 3030 E-mail: email@example.com
5-8 January 2003: International Congress for School Effectiveness and Improvement (ICSEI 2003) Sydney, Australia. http://www.icsei2003.com
13-16 February 2003: Third International Conference on Diversity in Organisations, Communities and Nations, The East-West Center, University of Hawai'i, http://www.Diversity-Conference.com. Conference theme: Cultural Diversity in a Globalising World
7-10 April: ICASE 2003: World conference on science and technology education. "Increasing the relevance of science and technology education for all in the 21st century". Penang, Malaysia. (http://icase.unl.edu/icase2003)
23-28 June 2003: ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications. Please note Topic 7: Indigenous Peoples & Technology - this topic provides information on the issues and applications related to Indigenous peoples and technology. Location: Honolulu, Hawaii (http://www.aace.org/conf/edmedia/default.htm)
2-5 July 2003: International Conference on Inclusive Education 2003, Hong Kong, organized by The Centre for Special Needs and Studies in Inclusive Education (CSNSIE) of The Hong Kong Institute of Education. http://www.ied.edu.hk/csnsie/icie2003/
6-11 July 2003: CONASTA 52 - Australian Science Teacher's Association (ASTA) National Conference, "Sustainability - past, present, future". Sunshine Coast, Queensland (http://www.conasta52.org)
9 - 12 July 2003: SEAA - Social Educators Association of Australia - Conference: 'Social Education for a Changing World', Rydges Hotel, Exhibition Street, Melbourne, www.vasst.asn.au/seaa/index.html
11-14 July 2002: Australasian Science Education Research Association (ASERA), 34th Annual Conference, Melbourne, Victoria (http://www.fed.qut.edu.au/projects/asera/)
30 July - 3 August 2003: 7th International History, Philosophy and Science Teaching Group Conference, Winnipeg, Manitoba. The conference chair is Professor Art Stinner (firstname.lastname@example.org), and the conference secretary and programme chair is Dr Stephen Klassen (email@example.com). Further details are available from the secretary and from the IHPST web site (www.ihpst.org).
July 2004: CONASTA 53 - Australian Science Teacher's Association (ASTA) National Conference, Canberra ACT
July 2004: Australasian Science Education Research Association (ASERA), 35th Annual Conference, University of New England, Armidale NSW
Sometime 2005 - World Indigenous Peoples Conference on Education, Aotearoa New Zealand
A list of conferences is also maintained by the University of
South Australia's Indigenous Online Network, at http://www.ion.unisa.edu.au/conf/conferences.html.
Last updated: 1 December 2002