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The subtle differences in these two turns have potentially dramatic impacts on
the design decisions that could be made and the priorities for learning. Justin's
stance could lead to a unit that privileges understanding of history and meanings
of sovereignty from a broad frame. Daniel's stance could lead to a unit that engages
students in learning the scientific language and being able to challenge practices at
the day-to-day level. Of course, one could argue that both points of view enhance
and deepen approaches to learning.
In a separate but related meeting the next day Justin becomes more explicit about
relationships between science and tradition. He says “We have to take control of
science so that our values are reflected in forestry practices.” This statement both
recognizes the binary opposition and dissolves it. He goes on to say “and we have
to teach our children that they need to take ownership of science so that they can
control what happens to our forest.”
Although this fragment of community discourse shows a progression from a third
person to a first person perspective and a shift from viewing science and tradition as
a dichotomy to forms of knowledge that can be integrated, the story is not so simple.
Thinking in terms of dichotomies such as school and home or science and tradi-
tion, reflects well-engrained habits. These themes have been constantly revisited,
challenged, and reconstructed throughout our program.
Note also the interweaving of community concerns with the creation of cur-
ricula as ownership of science becomes a central theme. From this perspective,
community values should and do become an integral part of science instruction.
In our program implementations we noted several times when community mem-
bers told children that learning about the forest was part of their responsibility as
Menominees. Community planning meetings also allow community members to
work through their own difficult experiences with formal schooling and to take own-
ership of science instruction. At a community planning meeting about a year later,
Daniel made the following side comment to a teacher; “You know when we first
started meeting, I came because I care about our kids, but I didn't see how I could
do anything useful. Now I can see how I can help you in lots of ways.”
Partnership in Community: Some Consequences
The foundation of CBD rests on the comprehensive participation of community
members, including teachers, elders, parents, community experts, researchers, and
youth in all aspects of the research, including conceptions of the problems, project
design and implementation, data collection, analysis, and dissemination. The project
uses the design process for learning environments as opportunities for professional
learning both for the teachers and designers of the project.
Some results
. There is reason to think that our project has been successful. First,
there is evidence that children's conceptions of science have changed as a result of
their participation in our programs. Most notably we have witnessed a shift from
the belief that one only learns science at school to the statement that one can learn
