The tree of life as a methodological metaphor

The Tree of Life is an ancient motif that appears in many cultures and religions. The Tree is symbolic of the interconnected nature of our world(s) and is often used as a reminder of the sacredness of life and its connection to the earth. This chapter uses the Tree of Life from a Native American worldview as a metaphor for a critical participatory action research methodology. I explore the multifaceted nature of being a practitioner of this methodology from the perspective of a university researcher working with a group of school teachers. Critical participatory action research as a method often is reliant on an emergent design and a practitioner is never quite sure what is around the corner in a project. The Tree of Life metaphor can provide guidance and help the practitioner stay faithful to their original intent and the project's aims

Humanization in decolonizing educational research: a tree of life metaphor

The Tree of Life is an ancient motif that appears in many cultures and religions. The Tree is symbolic of the interconnected nature of our world(s) and is often used as a reminder of the sacredness of life and its connection to the Earth. This chapter uses the metaphor of the Tree of Life to explore the methodology of Participatory Action Research in a decolonizing educational project. A group of science teachers explored the possibilities of the mandated inclusion of Aboriginal and Torres Strait Islander Histories and Cultures in the new national Australian Curriculum. The chapter connects Freirean ideas of conscientizção and humanization through the processes explored by the teachers and the educational outcomes sought. The importance of nourishment, protection and interconnectedness related to the Tree of Life is explored in this context

Indigenous knowledge in the Australian national curriculum for science: from conjecture to classroom practice

Abstract In most countries of the world, a culturally-specific (Western) form of science has masqueraded as universal, true and irrefutable. With the introduction of the first national Australian curriculum, Western science and its epistemological base have been challenged by formal expectations that Australian Aboriginal and Torres Strait Islander knowledges be included in formal school science programs. This paper draws upon two studies that have addressed the preparedness of the educational community to take up the challenges and opportunities this development offers. The first study drew on the reactions of heads of science departments in secondary schools and the second looked at ways in which a group of educators are working to meet the expectation