Celestial calendar-paintings and culture-based digital storytelling: cross-cultural, interdisciplinary, STEM/STEAM resources for authentic astronomy education engagement

TL;DR

This paper discusses the integration of indigenous celestial knowledge, art, and storytelling into STEM/STEAM education to enhance cultural engagement, inclusivity, and sustainability in astronomy learning.

Contribution

It introduces new culturally-based digital storytelling resources and star maps that promote indigenous perspectives in astronomy education.

Findings

Created indigenous star maps for educational use

Developed astronomy calendar-paintings and videos

Enhanced cultural pride and engagement in STEM

Abstract

In D(L)akota star knowledge, the Sun is known as Wi and the Moon is Han-Wi. They have an important relationship, husband and wife. The pattern of their ever-changing relationship is mirrored in the motions of Sun and Moon as seen from our backyards, also called the lunar phases. The framework of the cultural teaching is storytelling and relationships. Cultural perspectives in astronomy such as this remind us of how indigenous ways of knowing are rooted in inclusion, engagement, and relevancy. Designed by A. Lee in 2007, the Native Skywatchers initiative seeks to remember and revitalize indigenous star and earth knowledge, promoting the native voice as the lead voice. The overarching goal of Native Skywatchers is to communicate the knowledge that indigenous people traditionally practiced a sustainable way of living and sustainable engineering through a living and participatory relationship with the above and below, sky and earth. In 2012 two indigenous star maps were created: the Ojibwe Giizhig Anung Masinaaigan-Ojibwe Sky Star Map (A. Lee, W. Wilson, C. Gawboy), and the D(L)akota star map, Makoce Wicanhpi Wowapi (A. Lee, J. Rock). In 2016, a collaboration with W. Buck of the Manitoba First Nations Resource Centre (MFNRC), produced a third star map: Ininew Achakos Masinikan-Cree Star Map Book. We aim to improve current inequities in education for native young people especially through STEM engagement, to inspire increased cultural pride, and promote community wellness. Presented here will be recently created resources such as: astronomical calendar-paintings and short videos that exist at the intersection of art-science-culture. As we look for sustainable ways to widen participation in STEM, particularly in astronomy education, part of the conversation needs to consider the place for art and culture in STEM.