Author Archives: jmehus

M.2 P.5 Knowing Home: Braiding Indigenous Science and Western Science

When we braid Indigenous Science with Western Science we acknowledge that both ways of knowing are legitimate forms of knowledge.

I believe both of these books will prove to be useful not only for my research journey but for educators everywhere. Both of these books are free for download too! The relationship between Indigenous science and Western science is an important one. I think it touches on many points we have previously discussed in this course including Indigenous perspectives, world views, and ties them into science teachings and curriculum. It highlights another critical theme in Indigenous culture, the importance of place, and how this is interweaved with identity.

Together, the co-editors and authors, almost all of them Aboriginal, present multiple useful paths towards identifying and recognizing two huge shortfalls in the Canadian educational system to date. One is the abysmal failure of many schools to provide quality education for Aboriginal children and youth, particularly in the areas of science, technology, and health. This situation is reflected today in the marked underrepresentation of Aboriginal students participating in university-level programs in these areas, and, further, in the dearth of professional scientists from Aboriginal communities across the country. The second gap, equally lamentable, is that students of mainstream western science and technology have been deprived of learning about the immense body of Indigenous scientific knowledge, perspectives, and applications acquired and built over generations of dwelling in particular places.  Knowing Home…  will be a wonderful resource that will bring all Canadians to a higher level of understanding in these two areas.

Book 1 provides an overview of why traditional knowledge and wisdom should be included in the science curriculum, a window into the science and technologies of the Indigenous peoples who live in Northwestern North America, Indigenous worldview, culturally responsive teaching strategies and curriculum models, and evaluative techniques. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom; and in addition, support the development of culturally appropriate curriculum projects.

Book 2 provides supportive research, case studies, and commentary that extends and enriches the chapters presented in Book 1. The chapters provide rich descriptions related to Indigenous cultural beliefs and values; an Aboriginal concept of time; transforming teacher thinking about Indigenous Science; the use of digital video as a learning tool for secondary Aboriginal students; the perceptions and experiences of post-secondary Aboriginal students during science instruction; a WSÁNEĆ concept of “knowledge of most worth”, and a study of successful Aboriginal students in secondary science.

Snively, G. & Williams, W. (2016). Knowing Home: Braiding Indigenous Science with Western Science Book 1. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

Snively, G. & Williams, W. (2018). Knowing Home: Braiding Indigenous Science with Western Science Book 2. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

M.2 P.4 STEM FOR ALL

The National Science Foundation (NSF) STEM for All Video Showcase is an annual online event. It is created by a TERC, which is an independent, non-profit, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.

Video: Indigenous Food, Energy, and Water Security and Sovereignty.

This video talks about building sustainable technologies in the face of the destruction of balance between people and the environment. An interesting aspect is that they involve the communities themselves in the process. It summarizes the work that can be found at https://energy.arizona.edu/indigefewss.

Video: Culturally Responsive Indigenous Science

This video highlights the work that discusses engagement in Indigenous knowledge systems and how public schools are missing this way of knowing and learning. The Culturally Responsive Indigenous Science (CRIS) project stems from decades of relationship building, in part facilitating culturally responsive youth development projects with our partners.

Video: Traditional Knowledge – Modern Science

The Ute STEM Project explores the integration of Western science, technology, engineering and math (STEM), and Native American Knowledge bases. This video is one in a series of videos on the project, the others can be found at https://vimeo.com/showcase/5723628. The video discusses how knowledge of the environment (TEK) and innovations have been passed down for centuries, and Western science can help to understand that past. It also highlights that it is important to understand dichotomies and not rely on just one or the other (TEK or Western) science, as well as the importance to reconnect with the land as it is what informs us.

References

202o STEM For All Video Showcase. (2020) Learning from Research and Practice May 5 – 12. https://stemforall2020.videohall.com/

TERC. (2021). Because Math and Science Build Futures. https://www.terc.edu/

M.2 P.3 Indigenous Rights and STEM Education

The STEM teaching tools website has resources, tools, PD modules, news, and newsletters to help teach science, technology, engineering, and mathematics.

I was particularly drawn to this website for the resources found under the TOOLS dropdown menu that highlight ways of working on specific issues that come up during STEM teaching called “Practice Briefs”. Each brief highlights the issue, why it matters, things to consider, reflection questions, equity, and actions you can take in an organized, concise, and effective way to easily access. Below are some briefs that I found particularly useful to my research on TEK and STEM.

#10 Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples’ Rights: It is vital that educators incorporate Indigenous knowledge and rights into their teaching and lessons.

Teachers should understand and leverage Indigenous students’ ways of knowing and values.

#11 Implementing Meaningful STEM Education with Indigenous Students & Families: Integrating traditional ecological knowledge and western science is important if students are going to connect meaning to experiences.

Teachers should focus on Indigenous ways of knowing & encourage Indigenous students to navigate between Indigenous & Western STEM.

#55 Why it is crucial to make cultural diversity visible in STEM education: Students need to see themselves represented in STEM careers that collaborate and integrate Indigenous knowledge.

Teachers should carefully weave subject matter with activities and images within relevant contexts that validate the contributions of individuals from diverse cultural backgrounds.

#57 How place-based science education strategies can support equity for students, teachers, and communities: Place holds significance to Indigenous ways of knowing and learning. Knowledge rooted in land is at the heart of many Indigenous cultures, this needs to be at the forefront of education.

Teachers should connect science learning experiences in and out of the classroom to students’ sense of place, cultural perspectives, and community assets and issues

References

STEM Teaching Tools. (n.d.). Teaching Tools for Science, Technology, Engineering and Math (STEM) Education. http://stemteachingtools.org/

M.2 P.2 Indigenous and Western Approaches to Environmental Science

IISD Experimental Lakes Area is a collection of 58 lakes in Northwestern Ontario set aside for scientific research. IISD is working together with Indigenous groups to discuss freshwater science, climate change, and environmental policies.

“In Canada, Western and Indigenous approaches to science are often considered incompatible. We explore how they can and should be working in tandem to further our understanding and protection of fresh water and the environment.”

IISD discusses that there are two ways of knowing, Western and Indigenous approaches. Western approaches focus on the evidence-based science of existing environmental problems to create solutions. Indigenous approaches or TEK is rooted in experience and skill gained over thousands of years for practical ecological sustainability. This resource will provide insight on TEK as well as western science through the website and exploring science and data. The video below can be found on the IISD website, it is currently being translated into Ojibwe, so that the communities can best benefit from research findings. It resonates deeply with me as the community I live in has been affected by the mercury content in the fish in the reservoir the community is built on. IISD studies the effects humans have on the environment and is working closely with Indigenous communities to integrate TEK and western science.

References

IISD Experiemental Lakes Area. (2019, January 10). Indigenous and Western Approaches to Environmental Science: What integration means to us. https://www.iisd.org/ela/blog/commentary/indigenous-western-approaches-environmental-science-integration-means-us/

M.2 P.1 STEM & TEK

STEMTradingCards.org is a database of resources created by professionals in STEM (science, technology, engineering, and math) careers. This resource has a series of lessons on Traditional Ecological Knowledge geared towards upper elementary and middle school. Files can be downloaded and include readings, discussions, and hands-on activities.

The term TEK is often used to refer to knowledge, beliefs, value systems, and practices in Indigenous communities that relate to the environment. For many Indigenous peoples, TEK is “active” (the way in which one relates to the environment) and is sometimes referred to as a “way of life.” TEK is a branch of Indigenous science.

New to TEK: Teacher’s Guide: This resource is a great place to start if educators are unfamiliar with TEK. It includes definitions and comparisons of TEK and western science, a brief history of western science, and the integration of TEK and western science.

Dos and Don’ts for Teaching TEK: This is a quick list of guidelines to be used when teaching TEK or other aspects of Indigenous culture and history.

Lessons 1 – 5: These lessons help students and educators learn about a variety of aspects of Indigenous knowledge and science.

References

STEM Trading Cards. (2020). Science Delivered. https://www.stemtradingcards.org/teklessons

 

M.1 P.5 Indigenous Canada MOOC (UofA)

The more I learn, the more I realize I do not know. Dr. Lee Brown’s interview and Michael Marker influenced this post. I think until we understand, or try to understand, the past we cannot effectively move forward to a better future. One that portrays collaboration, cooperation, and more than one perspective.

“… an informed historical awareness of any cultural group is essential for distinguishing between minority cultures and mainstream American culture, the situation is amplified with regard to local indigenous people because their histories are enmeshed with the ecological history of the land”. (Marker, 2006, p.495).

Indigenous Canada is a Massive Open Online Course (MOOC) from the Faculty of Native Studies at the University of Alberta that explores Indigenous histories and contemporary issues in Canada. Click on the picture above to go to the website. I think it may be a great place for many to start if they are unfamiliar with the history of Indigenous Peoples of Canada. I personally did not experience any FNMI education in my elementary and secondary schooling, and if I did it was incorrect, misrepresented, and very stereotypical. I believe there is a large percentage of the adult Canadian population who would benefit from a course like this, and it’s FREE!

References

Indigenous Canada (n.d.). University of Alberta. https://www.ualberta.ca/admissions-programs/online-courses/indigenous-canada/index.html

Marker, M. (2015). Borders and the borderless Coast Salish: decolonizing historiographies of Indigenous schooling. History of Education: Journal of the History of Education Society, 1-23.

M.1 P.4 ImagineNATIVE Film & Media

“Screen Memories” by Faye D. Ginsburg (2002) has led me to explore the Indigenous film, media, and television world a little deeper.

imagineNATIVE is the world’s largest presenter of Indigenous screen content.

“The organisation is recognised locally, nationally, and internationally for excellence and innovation in programming and as the global centre for Indigenous media arts. imagineNATIVE (legal entity: The Centre for Aboriginal Media) is a registered charity committed to creating a greater understanding of Indigenous peoples and cultures through the presentation of contemporary Indigenous-made media art including film, video, audio and digital media.” (imagineNATIVE, n.d.).

imagineNATIVE Film & Media Arts Festival launched in 2000 and presents in Toronto every October. They also present the annual imagineNATIVE Film & VR Tour across Canada with a focus on remote communities. This website has past archives of previous festival films and media, as well as an INdigital space for digital and interactive creations. You can find dramatic features, documentaries, feature-length and short format films, podcasts, audio works, VR, and interactive games all created by Indigenous artists.

One example of a film you can find on imagineNATIVE is this stop motion picture BIIDAABAN (The Dawn Comes). A beautifully compelling story about maple syrup and shapeshifters.

BIIDAABAN (THE DAWN COMES)

References

Ginsburg, Faye D., “Screen Memories: Resignifying the Traditional in Indigenous Media in Media Worlds: Anthropology on a New Terrain, eds. Faye D. Ginsburg, Lila Abu-Lughod, and Brian Larkin, Berkeley: University of California Press, 2002, 39-57.

imagineNATIVE. (n.d.). Original. Indigenous. https://imaginenative.org/about

Strong, A. (Director). (2018). Biidaaban (The Dawn Comes). [Film]. CBC Gem. https://imaginenative.org/imaginenative-playlist/2020/4/6/atanarjuat-the-fast-runner-2j7rb-aw7xs

M.1 P.3 The Canadian Mountain Network

“The Canadian Mountain Network (CMN) was established in 2019 to support the resilience and health of Canada’s mountain peoples and places through research partnerships based on Indigenous and Western ways of knowing that inform decision-making and action” (CMN, n.d.)

I found this website to be incredibly insightful with links to opportunities, research, events, news, knowledge, training, and a blog that uploads news articles, reports, special events, and podcasts. Below you can see the goals of The CNM, linked to the main website.

Canadian Mountain Podcast: Mountain research through Indigenous and Western knowledge systems

I enjoyed this podcast as it discusses the benefits of using both Indigenous and Western approaches to understanding mountains. This podcast hits especially close to home as it relates to the research my partner is currently doing, working closely with elders to embrace and engage with traditional forms of knowledge and learning where we live in Northern B.C.

References

Canadian Mountain Network. (n.d.). CMN Mountain Portal. https://canadianmountainnetwork.ca/

M.1 P.2 “Look to the Mountain”

Banff Centre for Arts and Creativity hosted a panel of Indigenous academics to discuss the similarities and differences between Indigenous knowledge and western science. The link to the picture below will take you to the website.

Look to the Mountain is a metaphor. “We need to observe history (the path you come from), understand the present (the top of the mountain), and look at possibilities of the future (the things you can see) with the idea of spirit and resonance, a participation of the world that indigenous people have always had” (Cajete, 2014).

(Indigenous Knowledge and Western Science: Contrasts and Similarities Panel Discussion)

(Leroy Little Bear, former Director of the American Indian Program at Harvard University and professor emeritus of Native Studies at the University of Lethbridge)

(Dr. Gregory Cajete, Director of Native American Studies at the University of New Mexico)

(Rob Cardinal, a research associate at the University of Calgary and Executive Director of The First Light Institute)

References

Banff Centre for Arts and Creativity. (2015, April 14). Challenging the chance of the Cheshire cat’s smile. https://www.banffcentre.ca/articles/challenging-chance-cheshire-cats-smile

M.1 P.1 TEK vs Western Science

Traditional Ecological Knowledge vs Western Science

The National Park Service has created a website for people interested in learning more about traditional ecological knowledge. While this site has many resources, project ideas, methods for learning, considerations, and applications, among other interesting and valuable information, I focused on a topic found under the issues dropdown. This site’s intent is to allow people to submit papers or other resource links to present the issues and potential solutions. The link attached to the picture below with take you to the website’s section on TEK vs Western Science.

(National Park Service)

While there are a number of links to interesting and informative papers, videos, webinars, and other media related to TEK and western science, Leroy Little Bear’s message speaks to me, how Indigenous and Western perspectives can be reconciled to benefit all.