Some dichotomies/binaries found in Out of Place: Indigenous Knowledge in the Science Curriculum

Authentic representation/simplistic representation (the second terms predominates in IK science education in New Zealand)

Adequate/ inadequate treatments (of IK)

Indigenous science/ Western Science

Indigenous knowledge/ Western Science (opposition in the literature)

Native science/ Western Science

Non-Western/ Western cultural knowledge bases

To be continued.

Different/ equal knowledges

Replace/ Live together (IK vs science in the science curricula)

Theoretical understandings incomplete/ a great deal of changes at the level of practice (science education involving indigenous knowledge)

Oversimplification/ deepening (of IK, science teachers teach towards the first in NZ)

Culturally responsive/ Not culturally responsive curricula

Inclusive/Exclusive

Respectful/disrespectful

Universalist view of science results in a superficial treatment of culture/ local view of science results in a deepen treatment

of culture

To be continued

Access to resources in New Zealand schools (schemes and unit boxes)/ No access in many other places in the world

Discoursive analysis/Classroom data (more publications in the left term and few references on the right)

Less confrontational/ More confrontational format (CSSE vs SE journals)

Open academic conversation/Closure of issues (a trend towards the first term in the literature)

Theoretical questions/ Empirical data (little progress on both)

Hybrid field (Indigenous Knowledge Science Education)/ Pure field

Māori students feel better about themselves when their culture is valued in the classrooms/feel bad

Hook them in/ Hook them out

Feel comfortable/ Feel uncomfortable

Motivation/ demotivationTo be continued

Indigenous students high esteem/ Low esteem

Feel they are the experts/ Feel they are not experts

Share/ Do not share learning and knowledge

Lack of knowledge (those who lost connections)/ Full knowledge (those with connections) (There are indigenous students of the two kinds)

Some students feel embarrassed/Feel proud

High degree of alienation/ Low degree or no alienation (in the first group of students is where it appears to be benefic to include Māori knowledge in schools)

Feel the need/ Don´t feel the need (the second term relates to Māori students fully engaged with their school culture regarding the inclusion of Māori knowledge into science curriculum)

Support/ Don´t support achievement in science

To be continued

Dichotomies in teachers’ evaluation of the inclusion of Māori knowledge in science lessons

Ambivalence/ Foothold (some teachers were ambivalent whether the inclusion of Māori knowledge in science lessons worked or not or if it was appropriated)

Resistance/ Acceptance (teachers regarding Māori knowledge´s inclusion in science education)

Try hard/ Do it easily (the first was the case for a teacher)

Being quite false/ Being quite sure or true (the first corresponds to the way a teacher felt when teaching and the second the way the teacher needs to feel in order to teach Māori contexts)

Get it right/ Get it wrong (Māori contexts)

Too heavy/ Too light (not for teachers)

To be continued

Dichotomies in the definition of IK as a caricature

Teachers only address superficial aspects of culture (artefacts and symbols)/ Culture must be addressed entirely

How to do this?

It is extracted from its authentic cultural contexts/ The knowledge is inseparable from its contexts

What is an authentic cultural context and how it can be transcribed to the classrooms?

It is treated without its historical socio-political relationship with Western Colonial culture, people and social structures/ Historical and socio-political relationships with the colonizing system of Western culture are

expected to happen

Teachers need to be educated.

END.