Tag Archives: western science

Module 2: Post 4- Indigenous Annual Camp led by Actua

Every June is National Indigenous History Month in Canada. Many schools and organizations advocate to take actions for reconciliation and meaningful change for the indigenous communities. We recognize that we have a role to play in reconciliation, continue to learn about the perspectives, cultures and histories of Indigenous peoples in Canada, and create inclusive relationships and spaces for all to thrive. Every year, Actua (one of the largest STEM outreach programs) delivers programs to youth across Canada to learn essential STEM skills so that they can gain valuable work experience and develop employable skills. It is important to note that STEM is not something new with the advance of technology, but rather “indigenous peoples have always know about STEM”, according to Doug Dokis, director of the Indigenous Youth in STEM Program in Actua.

Last year was no different. Despite the pandemic by COVID, they connected youth to indigenous land-based learning by collaborating with elders in communities to understand local knowledge such as fish cycles. Then they utilize their understanding of the place and build meaningful and authentic hands-on models such as a fish monitor. Very cool!It has become a community learning rather than individual learning.

Module 2- Post 3: IndigiSTEAM

Currently, indigenous people in STEM occupations are underrepresented. Many indigenous communities don’t see STEM in their future path as western sciences often contradict the traditional way of living in the indigenous perspectives.

https://www.indigesteam.ca/IndigeSTEAM | Supporting Indigenous Youth in STEM/STEAM

IndigiSTEAM is an initiative that provides and supports STEM/STEAM learning for indigenous youth through the approach of 2-eyed seeing by Mi’kmaq Elder from Eskasoni First Nation, Albert Marshall.

They added the “A” for Arts, Architecture and Agriculture – all areas that Indigenous peoples have been innovators in for thousands of years. It is a type of outreach program that also incorporate indigenous knowledges, include the community (elders and parents) and indigenous role models in STEM field so that youth can see the importance. It is also a way for non-indigenous people to learn about the traditional way of living, too.

Module 2- Post 1: Two Eyed Seeing Approach

Two Eyed Seeing is an approach that takes Indigenous way of knowing and living and integrate that with Western ideals. As discussed in the video, Mi’kmaq Elder Albert Marshall from Eskasoni First Nation in Atlantic Canada has described that one eye is responsible to recognize the strengths of the indigenous knowledges while the other eye learns to see the strengths of the mainstream sciences. Marshall has added that is important to see with BOTH eyes as they are very valuable and both can be achieved for the benefits of mankind and the earth.

“Two-Eyed Seeing, in that it speaks directly to the setting of collaborative, cross-cultural work, intentionally seeks to avoid the situation becoming a clash between knowledges, domination by one worldview, or assimilation by one worldview of the knowledge of another”

http://www.integrativescience.ca/Principles/TwoEyedSeeing/

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.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

Module 1, Post #3- Indigenous & inSTEM

Indigenous sciences often use a qualitative, integrated approach that results in a holistic understanding of how to live in harmony with nature. Research shows that Indigenous students perform better when educators provide a culturally responsive curriculum that combines Indigenous ways of knowing nature with Western scientific knowledge. Indigenous educators refer to this as “Two-Eyed Seeing” — a way of learning that leverages the strengths, perspectives, and knowledge of both cultures.

However, in most school districts, Indigenous students study science, math, and technology from a largely Western perspective; Indigenous cultures and ways of understanding STEM subjects are not represented in curriculums. As a result, many Indigenous students feel alienated, and opt out of science and math classes once they reach high school. How do we engage these indigenous learners and increase their participation?

Introducing InSTEM: Indigenous Youth in Stem. It is a national program that incorporate traditional practices of living into educational pedagogy. It aligns land-based learning to western STEM experiences and renew indigenous identity and perspectives. In the end, it fosters skills and confidence for aboriginal youth to apply to future careers in STEM.

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.