Stephens, S. (2000). Culturally Responsive Science Curriculum. Fairbanks: Alaska Science Consortium.
In this article, Sidney Stephens provides examples of how people, educators, and science agree or disagree about intergrating traditional native knowledge into westeren knowledge. She begins by saying people have a tendency to believe what they want to believe rather than understanding the truth and facts because of the similarities and differences involved in these two concepts. For example, Stephens indicates that a native educator would perceive the culturally responsive science curriculum as a way of introducing their cultural values and languages as the most important element in the educational system. They want to present science in such a way that engulfs that culture and at the same time reflecting it's scientific standards as well. As opposed to an educator thats not so enthused by their culture would view the culturally responsive science curriculum as presenting western science into education as what people value in life and what they should know about modern culture. It's more of connecting science to culture and how that induces people to view culture as scientific knowledge instead of traditionally.