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Valuing indigenous knowledge: to call it “science” will not help
14 references·13 citing·35 second hop
Valuing indigenous knowledge: to call it “science” will not help (2008)Valuing indigenous knowledge: to call it …Introduction: multicultural education 2.0 (2017)Introduction: multicultural e…Estética da criação verbal (2011)Estética da criação verbalThe tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)The tension between authorita…Meaning Making in Secondary Science Classrooms (2003)Meaning Making in Secondary S…Discovering indigenous science: Implications for science education (2000)Discovering indigenous scienc…Defining ?science? in a multicultural world: Implications for science education (2000)Defining ?science? in a multi…International Handbook of Science Education (1998)International Handbook of Sci…Is religious education compatible with science education? (1996)Is religious education compat…Science teaching : the role of history and philosophy of science (1994)Science teaching : the role o…An Introduction to Multicultural Education (1993)An Introduction to Multicultu…Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory? 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this work references cited by second hop

References

  • 1983Representing and Intervening4,811 cited
  • 1977The Essential Tension3,860 cited
  • 1969On Certainty2,140 cited
  • 1998International Handbook of Science Education1,481 cited
  • 1994Science teaching : the role of history and philosophy of science1,382 cited
  • 2003Meaning Making in Secondary Science Classrooms1,284 cited
  • 1993An Introduction to Multicultural Education1,027 cited
  • 2017Introduction: multicultural education 2.0881 cited
  • 1988Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory?744 cited
  • 2006The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons720 cited
  • 2011Estética da criação verbal554 cited
  • 2000Discovering indigenous science: Implications for science education490 cited
  • 2000Defining ?science? in a multicultural world: Implications for science education424 cited
  • 1996Is religious education compatible with science education?141 cited

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  • 2014Students’ attitudes toward and knowledge about snakes in the semiarid region of Northeastern Brazil

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96 cited
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  • 2008The Contribution of Ethnobiology to the Construction of a Dialogue Between Ways of Knowing: A Case Study in a Brazilian Public High School64 cited
  • 2020Local and scientific knowledge in the school context: characterization and content of published works49 cited
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  • 2025Transformative Transdisciplinarity33 cited
  • 2022BASES TEÓRICO-FILOSÓFICAS PARA O DESIGN DE EDUCAÇÃO INTERCULTURAL COMO DIÁLOGO DE SABERES19 cited
  • 2014Is ‘Learning' Science Enough? – A Cultural Model of Religious Students of Science in an Australian Government School17 cited
  • 2024Achieving Global Open Access15 cited
  • 2020Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach14 cited
  • 2019Decolonial Information Practices: Repatriating and Stewarding the Popol Vuh Online8 cited
  • 2026Multilingualism and transformation in South African higher education language policy framework: A Bacchian analysis2 cited