Interweaving Indigenous Knowledge and Western Science
“If we can learn to see through two lenses, or with two eyes, we will better understand the world, ecology, or environmental science in general.”
This article reviews the importance of incorporating both traditional ecological knowledge (TEK) and western science into wildlife management practices. Examples of such interwoven practices are given in the article like the Heiltsuk grizzly bear population, the Sahtu Dene caribou populations around Great Bear Lake, Cree Nation walleye populations of Mistissini, bison reintroduction of the Blackfeet Indian reservation, the caribou management of Taku River Tlingit First Nation, the Biigtigong Nishnaabeg moose population, and the Nisga’a salmon population.
This article also brings to light that there is no universally accepted definition of TEK, however, one commonly cited definition is given from ecologist Fikret Berkes; “a cumulative body of knowledge , practice and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with their environment.”
Comparisons are made between TEK and western science including; western science is often compartmentalized dealing with a specific question about a specific part of the ecosystem versus TEK which is often more holistic. Western science often works under a short time frame (due to politics and funding), whereas TEK can span generations, which can be beneficial to researchers and managers. Indigenous knowledge can work as an early warning system, it recognizes regional differences in ecology that biologists might overlook.
Some difficulties of weaving the two include (but is not limited to); TEK is often discounted by scientists as mythology, elders can be reluctant to share their knowledge, past frictions between scientists and Indigenous peoples has led to strained relations, an the colonial history of settlement has left a lot of distrust. One solution that is provided to overcome some of these barriers includes incorporating TEK into university wildlife courses rather than solely Native studies or anthropology courses, this could help bridge the divide.
“Conservation successes are going to come when Indigenous people are empowered and have their stewardship and governance practices respected and realized.”
References
Learn, J.R. (2020). Two-Eyed Seeing: Interweaving Indigenous knowledge and Western science. The Wildlife Professional, 14 (4), 17-26. https://www.wildlife.org
Hi Jamie- This looks like an interesting article that you have shared. I had a bit of trouble trying to get the whole document to upload beyond the first page because you need a membership to view the whole article…however, I will keep trying. I agree that incorporating traditional ecological knowledge into other university courses is a good idea such as the one you shared. I would be curious if the article discusses how the barriers could be overcome with partnerships with school, teacher professional development and local conservation organizations.
Hello Meipsy! Try clicking the photo on the blog – this should take you directly to a pdf version of the journal article – you shouldn’t need a membership 🙂 Overall, there is a sense that using education to bridge the gap is a popular theme but I did not find any other tangible solutions to overcome such barriers in the article. I hope the link works for you!
Yup that worked! Thanks Jamie!