Skip to main content

Research for Guideline 3

Anthony-Stevens, V., & Matsaw Jr, S. L. (2020). The productive uncertainty of indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers. Cultural Studies of Science Education, 15, 595-613.*

Bartlett C., Marshall M., Marshall A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340.*

Blaisdell, B. (2016). Schools as racial spaces: Understanding and resisting structural racism. International Journal of Qualitative Studies in Education, 29(2), 248-272.*

Breunig, M. (2019). Beings who are becoming: Enhancing social justice literacy. Journal of Experiential Education, 42(1), 7-21.*

Casler-Failing, S. L., Stevenson, A. D., & King Miller, B. A. (2021). Integrating mathematics, science, and literacy into a culturally responsive STEM after-school program. Current Issues in Middle Level Education, 26(1), 3.*

Fackler, A. K., Adah Miller, E., & Li, T. (2024). Promoting meaningful and equitable modeling practices: Developing agency, using diverse ways of knowing, and collaborating to build knowledge through modeling practices. Science and Children, 61(1), 25-31.*

Grenell, A., & Carlson, S. M. (2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge. Journal of experimental child psychology, 206, 105079.*

Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.*

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.*

Hayward, K., Jackson-Barrett, L., Macdonald, M. A., & Booth, S. (2024). Teaching Indigenous histories through Indigenous ways of knowing and being. agora, 59(1), 3-8.*

Held, M. B. (2023). Decolonizing science: Undoing the colonial and racist hegemony of western science. Journal of MultiDisciplinary Evaluation, 19(44), 88-101.*

Kasun, G. S. (2015). "The Only Mexican in the Room": Sobrevivencia as a Way of Knowing for Mexican Transnational Students and Families. Anthropology & Education Quarterly, 46(3), 277–294.*

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.*

Lemus, J. D., Seraphin, K. D., Coopersmith, A., & Correa, C. K. (2014). Infusing traditional knowledge and ways of knowing into science communication courses at the University of Hawai ‘i. Journal of Geoscience Education, 62(1), 5-10.*

Levac, L., McMurtry, L., Stienstra, D., Baikie, G., Hanson, C., & Mucina, D. (2018). Learning across Indigenous and Western knowledge systems and intersectionality: Reconciling social science research approaches. University of Guelph.*

Martínez-Álvarez, P. (2017). Special ways of knowing in science: Expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education, 12(3), 521-553.*

Mashoko, D. (2022). Indigenous artefacts and physics curriculum: teaching science as a cultural way of knowing. Cultural Studies of Science Education, 17(3), 863-874.*

McWayne, C. M., Melzi, G., & Mistry, J. (2022). A home-to-school approach for promoting culturally inclusive family–school partnership research and practice. Educational Psychologist, 57(4), 238-251.*

Meltzer, L. (2018). Executive function in education, second edition: From theory to practice. Guilford Publications.*

Moll, L. C., & Gonzalez, N. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26(4), 23–41.*

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.*

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.*

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.*

Peltier, C. (2018). An Application of Two-Eyed Seeing: Indigenous Research Methods With Participatory Action Research. International Journal of Qualitative Methods, 17(1).*

Penuel, W. R. (2017). Research–practice partnerships as a strategy for promoting equitable science teaching and learning through leveraging everyday science. Science Education, 101(4), 520-525.*

Redmond, T. (2022). Sparking learning through remix journaling: Authenticating participatory ways of knowing. Journal of Adolescent & Adult Literacy, 65(4), 343-353.*

Shtulman, A., & Young, A. G. (2023). The development of cognitive reflection. Child Development Perspectives, 17(1), 59-66.*

Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.*

Skovsmose, O. (2016). An intentionality interpretation of meaning in mathematics education. Educational Studies in Mathematics, 92, 411-424.*

Smith, L.T., Tuck, E., & Yang, K.W. (Eds.). (2018). Indigenous and decolonizing studies in education: Mapping the long view. Routledge.*

Tremain, L., Citti, J., Giannini, N., Miller, L. R., Pérez, N., & Wells, C. (2020). Creando Raíces: Sustaining multilingual students' ways of knowing at the developing HSI. In Composition Forum, (44).*

Varghese, T. (2009). Teaching mathematics with a holistic approach. International Journal of Inclusive Education, 13(1), 13-22.*

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389.*

Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), 145-185.*