Non-Indigenous educators may struggle to effectively include Indigenous perspectives in their teaching. This struggle is often caused by fear of not knowing how to do it appropriately, or not fully understanding the cultural nuances of the science knowledge. So, not wishing to cause upset, teachers may sometimes not even try! The Indigenous Science Network was initiated to bring culture into science teaching for all, by exploring and better understanding First Nations Peoples’ ways of knowing and doing.

The Indigenous Science Network originated from a meeting in Darwin (NT, Australia) in 1998 for people attending the Australian Science Teachers' Conference (CONASTA) and the conference of the Australasian Science Education Research Association (ASERA) who were interested in Indigenous science. It has expanded to include people from all over the globe and includes academics, researchers and classroom practitioners.

From 1998 to 2017, the Indigenous Science Network Bulletin was distributed via email to academics and educators all over the globe. It was based on the belief that Indigenous cultures should form an integral part of the science curriculum. The network grew to regularly cover such topics as Indigenous astronomy, environment, sustainability, maths, technology, curriculum and anything related to the interests and passions of Aboriginal and Torres Strait Islander science educators and supporters.

The Network is a web-based exchange of information and ideas. Membership is free and entitles first viewing of each new bulletin plus occasional notices of events and information on topics related to Indigenous science. To be put on the e-mailing list, contact the Coordinator (Mark Linkson) via IndigenousSciNet@yahoo.com.

Members now receive the bulletin via email four times per year. They are encouraged to contribute items, especially original content related to the teaching and exploration of Indigenous science. As many of our members are teachers and academics, stories of their work with First Nations’ students at primary, secondary or tertiary levels can be valuable and illuminating for all members.