Education leader promotes culture;s role in science learning

WASHINGTON – Willard Sakiestewa Gilbert will complete his term as president of the National Indian Education Association in October. But not before he focuses more attention on his belief – backed up by research – that infusing Native culture in education helps students to become better learners.

A professor at Northern Arizona University, Gilbert conducted a study through much of the mid-2000s focused on how students in four tribes – the Navajo, Hopi, Zuni and San Carlos Apache – were affected by cultural infusion in science classes. Working in schools with approximately 99 percent Indian enrollment, his research ultimately led to the development of a culturally relevant curriculum for fourth-, fifth- and sixth-graders that he hopes will be used as a model for tribes across the nation.

Gilbert, a member of the Hopi Tribe, recently explained the study and the resulting teaching materials to Indian Country Today, and shared his thoughts on the overall education system and Native youth.

Indian Country Today: What did you want to accomplish through your study?

Willard Sakiestewa Gilbert: The Native Science Connections Research Project was designed to integrate Native science and culture into existing science curricula. The whole hypothesis was that American Indians would better learn science teachings at schools if they are also grounded in their own Native science concepts and related cultural knowledge.

ICT: And the study is now complete?

Gilbert: Yes. And we ended up being able to develop a culturally relevant science curriculum for the four tribes we worked with. We have also been able to train teachers on how to teach science education. We really wanted to create a model that could be replicated by other indigenous people.

ICT: Is the model in use now?

Gilbert: The model is in place. In 2006 – 07, I was on sabbatical, and I went back and did a follow-up study. I interviewed some of the teachers who were in the initial project. Basically what I found was that many of the teachers were still using the model in their classrooms and were seeing great success from it.

ICT: How did you get the cultural materials to include in the lessons?

Gilbert: We went out and talked to people – we talked to elders, to educators, to community members, to medicine men and women. … They were the ones who would give us cultural information and also explain what we could and couldn;t teach in the classroom due to sacred or religious purposes. It was really a grass-roots effort for each of the four different nations we worked with.

ICT: What are some challenges in teaching science to Native students?

Gilbert: A lot of the time there is no connection or relevance to the student. That’s why we like to focus on what the students already know or want to know more about – their language and culture – and bring that into their science curriculum.

ICT: Do you think science learning is any easier for non-Native kids?

Gilbert: I think the cultural aspect helps Native kids immensely. In regular, Western science classrooms, teachers will not always be able to connect with Native students in the ways they can with non-Native kids.

It’s also important to realize that our curriculum can be adapted to be used anywhere – with large amounts of Native kids, or small amounts. It’s a multicultural curriculum. Regardless of the ethnicity of students, everyone can benefit.

ICT: Are you doing any more follow-up research?

Gilbert: I am talking to new tribes, and I would like to continue this study. I also want to go back to some of the same schools and look at integrating the curriculum into entire schools. Many tribes are interested in replicating the model with their students, but the issue basically comes down to funding and resources. That’s often the stumbling block for a lot of programs.

ICT: Do you think the concerns people have raised about the lack of cultural components in the initial construct of No Child Left Behind are being accounted for?

Gilbert: That’s really interesting because, first of all, NIEA has been working really hard on the reauthorization of NCLB since 2005 – especially to get the importance of language and culture recognized. We’ve been pushing very hard in this area to get this included. We feel that it makes an impact for our students, based on more and more research that’s coming out, like the Native Science Connections Research Project.

ICT: Do you have thoughts on whether a Democratic or Republican administration would be better for Native education, especially in terms of infusing language and culture?

Gilbert: NIEA is preparing for a new administration – whatever it will be. We’re putting together a transition paper right now that will help the new administration go forward. We, of course, are talking about our recommendations for language and culture in NCLB.

ICT: Are you hopeful that more Native students will become strong leaders in the science field?

Gilbert: Yes, I strongly believe that we will have more. We do have some. But we need a lot more in the areas of science and math. … Where we need to start is more at the elementary level. It’s nice to have strong programs at the high school and college level, but it’s important to plant the seed when they’re young. That’s what I’m all about. We need to start early.

ICT: Are you going to miss presiding over NIEA?

Gilbert: Well, yes, I am going to miss it. But for me, it won’t mean that everything will cease to exist. I will continue to be an advocate for our Native children, and will continue with my research.