English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

Indigenous representation in science, technology, engineering, and mathematics (STEM) is crucial for reconciliation, self-determination, and inclusive and equitable science policy. Indigenous people continue to be underrepresented in Canada's STEM workforce, creating a substantial annual cost to the Canadian economy. Canada’s provinces and territories hold jurisdiction over education, and the majority, including Québec, do not include Indigenous perspectives in their elementary and secondary STEM curricula. This exclusion can alienate Indigenous learners and deter them from STEM careers. As a model for the decolonization of STEM in other provinces, we call for the amendment of Québec’s Education Act to create an Indigenous Education Steering Committee (IESC), which would collaborate with the Minister of Education to ensure inclusion of locally relevant Indigenous STEM content in compulsory curricula. We further propose that Québec include continued professional development training for teachers on Indigenous perspectives in STEM in the Ministry of Education’s strategic plan, thereby building capacity for the equitable participation of Indigenous peoples in STEM.

Decolonization of STEM in the Public Education System in Québec, Canada