The First Nations Longhouse – Xicotencatl, CC BY-SA 3.0, https://commons.wikimedia.org/wiki/File:UBC_Longhouse_02.jpg
The xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) peoples have been learning on the land UBC is located on since time immemorial. Since the earliest days of colonization, Indigenous ways of knowing have been violently repressed and devalued. As a part of our responsibilities in the ongoing process of reconciliation, we must create space for Indigenous ways of knowing in our classrooms. Not as an obligatory land acknowledgement on the first day of class, or an example wherever we can fit it in, but by transforming our courses.
Who am I?
My name is Noah Depner. I am of German settler ancestry, and grew up in Treaty Six territory in Edmonton, AB. I received an undergraduate degree in chemistry there, at the University of Alberta, and a MSc in chemistry at UBC. I have been working as a Curriculum Developer at UBC chemistry since January 2024, focusing on the Indigenization of our department’s curriculum.
Like many other chemists, a lot of my thinking was shaped by the Western scientific approach of our institutions. An approach that, in my eyes, has me approach problems by isolating them from their surrounding context, and devaluing other approaches. It leads to sourcing and disposing of chemicals without considering where they came from and where they will go. Or to a study of organic molecules completely removed from the plants or animals that they were isolated from.
I am in a process of unlearning these ways of knowing, and embracing a place-centred way of knowing practiced by local Indigenous communities. A way of knowing that prioritizes the holistic context for the molecules we work with, and has me reflecting on the wider impact of my work on the land we live on. It’s a long process; I’ve only been actively working in this area for a year, and still have so much to learn. So while I am not an expert, I’d like to position myself as someone who has begun this learning journey, and may serve as an example for other Western-trained scientists who want to begin this journey too. My advice is to start here, but seek out opportunities for conversation and action; that’s where the most meaningful learning will take place.
What is this resource?
This site is a learning hub for anybody engaged with Indigenizing chemistry. It includes a collection of resources I found helpful in my learning journey, and all the assignments and curriculum I developed for UBC courses. I regularly update the collection as I learn more, and am always happy to receive suggestions from readers.
The site is aligned with our department’s implementation of the UBC Indigenous Strategic Plan. My role is supported by funding from the Indigenous Strategic Initiates Fund.
Relationships are a core part of any learning journey in this area, so I want to acknowledge those who I learned from and in some way contributed to this work. The Indigenous Initiatives team in chemistry (Dr. Chris Addison, Dr. Anka Lekhi, and Dr. Emma Davy) gave me resources from their own learning and have taught me a lot via conversations and action. Dr. Ashley Welsh and the Skylight community provided important feedback on this site and served as the inspiration to make it. Folks at CTLT Indigenous Initiatives answered tough questions and shared some key resources, especially Kyle Shaughnessy, Carrisa Block, and Dr. Paulina Semenec. Rita Kompst showed me what Musqueam ways of knowing look like outside of the theory. Lastly, my relationships with leaders and knowledge keepers from the Ktunaxa Nation have taught me things I could have never learned without them, like how to practice reciprocity.
Why have we created this?
When I think about why we engage in Indigenization, there are two big reasons. At the most foundational level, it is our responsibility as educators in Canada to engage in the process of reconciliation. According to the Truth and Reconciliation Commission: Calls to Action, a critical part of reconciliation is “following through with concrete actions that demonstrate real societal change”. As members of a system that has systematically tried to erase Indigenous knowledge, it is our responsibility now to create space for it.
I also believe making space for Indigenous ways of knowing is good for our students, local Indigenous communities, and our planet. As I’ve learned about two-eyed seeing, I’ve begun to recognize the inherent weaknesses in Western science. Teaching our students to see the bigger picture, to listen, to build relationships, and to reflect, will help them be better scientists in their future roles. Local communities can benefit from partnerships with our institutions, highlighting work they are doing and creating opportunities for community members to participate in knowledge creation. Indigenous students in the science classroom are often forced to replace their ancestral ways of knowing with those practiced by Western science. By making space for two-eyed seeing, we can create a welcoming environment for these students. Finally, it is clear that if we continue to engage with the land from an exploitative, western approach, the land will not be able to provide for generations to come. We need a new way of thinking about our relationship with our earth, and I believe Indigenous ways of knowing are essential to changing our paradigm.
How should I use this resource?
If you are an educator in science or chemistry, go to the “For Educators” page. If you are beginning your learning journey, explore the resources in the Where do I start? page, then check out the other pages depending on what you want to learn.
Resources range from short two-minute reference sheets to longer 4+ hour courses. You may be able to include some time spent on this as PD; check in with your head or supervisor. Just a bit of learning each day goes a long way; you could get through all the resources on the Where do I start page by committing 1 hour a week for 2 months!
I also encourage you to check out our work in the Courses at UBC Chemistry section. These are good examples of applying what you learn in the readings to a real classroom environment. There is still more work to be done, and in my eyes, more significant changes that have to happen. These are a starting point; don’t take them as a perfect example. If you would like to use these in your own classroom, please contact me (noah.depner@ubc.ca or noah_depner@live.ca) to ensure it’s done in way that honours the Indigenous voices featured in these examples.