NATIVE EYES DISTANCE LEARNING PROGRAM

Wade Chambers, Native Eyes Program Director

Biography:

David Wade Chambers (of Cherokee, English and Welsh ancestry) was born in Enid, Oklahoma in 1938. Chambers’ academic field is the history and cultural studies of sci-ence. In recent years, the major focus of his research has been to explore the relation-ship of Western science to indigenous ways of knowing the world. He has written and edited about thirty textbooks and over forty scholarly articles. He is also the author of the Draw-a-Scientist Test which has been used in over two hundred research studies around the world.

Chambers has held professional appointments at universities in three countries: McGill and Concordia Universities in Canada; Melbourne and Deakin Universities in Australia; and Southern Methodist and UCSD in the US. In the mid nineties he was Director of an MA in Science and Technology Studies at Deakin University (Australia), one of the first graduate studies degrees in the world to be available entirely online. Since 2000 he has been Director of the Native Eyes Distance Learning Program at the Institute of American Indian Arts in Santa Fe, NM.

Education:

PhD (1969) Harvard University

MA (1966) Harvard University

BA (1960) University of Oklahoma

US National Museum Internship at Smithsonian Institution

Selected Publications:

• 2006 Chambers, W. & Whitt, L. “Native American Knowledge Systems” in Selin, H. (ed.) Encyclopedia of the History of Science, Technology and Medicine in Non-western Cultures, Kluwer.

• 2005 Chambers, W. and McClellan, J. “Science in the Caribbean”, in Numbers, R. ed. History of Science, Vol. 8, Cambridge Univ. Press.
  
• 2000 Chambers, W. and Gillespie, R. “Locality in the History of Science: Colonial Sci-ence, Techno-science, and Indigenous Knowledge” in Nature and Empire, Osiris, Vol. 15, University of Chicago Press.
  
• 1999 ‘Seeing a World in a Grain of Sand’ Science and Education 8 No.6.
  
• 1996 “Centre Looks at Periphery: Alexander Humboldt’s Account of Nineteenth Century Mexican Science,” Journal of Iberian and Latin American Studies (July), pp. 94-114.
  
• 1993 “Locality and Science: Myths of Centre and Periphery” in Mundializacion de la ciencia y cultura nacional, eds. A. Lafuente, et.al., Madrid: Ediciones Doce Calles, pp 605 - 617.
  
• 1992 “Nature and Knowledge in Australia” in Drawing on Nature, ed. Paul Fox, Gee-long Art Gallery, 18-22.
  
• 1991 "Does Distance Tyrannize Science," in International Science and National Scien-tific Identity, eds. R. W. Home and S. G. Kohlstedt , Kluwer: 19-38.
  
• 1989 "Science Worlds: An Integrated Approach to Social Studies of Science Teach-ing," Social Studies of Science, 19: 155-79 (with D. Turnbull).
  
• 1988 "Reading the Hieroglyphs of Nature," in Essays on Perceiving Nature, ed. by D. DeLuca, Honolulu: 3-12.
  
• 1987 "Period and Process in National and Colonial Science" in Scientific Colonialism, eds. Nathan Reingold and Marc Rothenberg, Smithsonian Press: 297-322.
  
• 1983 "Stereotypic Images of the Scientist: The Draw-a-Scientist Test", Science Educa-tion, January: 255-265.
  
• 1965 "Did the Maya know the Metonic Cycle," Isis, Fall: 348-351.
  
  

Selected Publications (University Textbooks):

• 2003 Indigenous Perspectives on Humor, IAIA Web-based Study Guide.
  
• 2002 Indigenous Perspectives on Knowledge, IAIA Web-based Study Guide (with Laurie Whitt).
  
• 1998 (editor)Techno-cultures: Crashing into the Future, Deakin University Press.
  
• 1992 (editor), At the Bottom of the Vase: Techno-science in Culture and Nature, Deakin University Press.
  
• 1989 Singing the Land/Signing the Land, Deakin University Press (with Helen Watson and the Yolngu community at Yirkalla)
  
• 1982 Imagining Nature, DUP, revised edition 1984.
  
• 1982 Imagining Landscapes DUP, rev. ed. 1985.
  
• 1982 Beasts and Other Illusions, DUP, rev. ed. 1985.
  
• 1979 (editor) Worm in the Bud, DUP.
  
• 1979 (editor) Red and Expert, DUP.
  
• 1979 On the Social Analysis of Science, DUP, rev. ed 1984
  

Teaching Statement:

"Inclusivity is my central educational commitment. This means providing all students, irrespective of educational setting, with access to a wide and empowering range of knowledge, skills and values. It means recognising and accommodating the different starting points, learning rates and previ-ous experiences of individual students."

Links:

http://www.iaia.edu/nep2/index.php