Native Perspectives about Coupling Indigenous Traditional Knowledge with Western Science in Geoscience Education from a Focus Group Study

Abstract

Traditional Knowledge (TK) from Native American/Alaska Native (NA/AN) communities is often met with dismissive attitudes due to its perceived qualitative nature, however, careful examination of what TK represents, and how it formed, leads to the realization that TK is a mixture of qualitative, quantitive, and spiritual knowledge utilizing the same rigor as western science. TK represents knowledge about place, historical insight, and spiritual beliefs with a longstanding and tested understanding about terrestrial and aquatic systems. Theoretical positioning of this study supports the ideology that providing NA/AN students with culturally aligned educational opportunities creates equitable and inclusive learning environments, thereby increasing sense of identity and belonging. We present focus group data collected from two national conferences focused on success of NA/AN students in geoscience. Using a small discussion group format respondents were asked to consider: (1) How do you define science?, (2) How do you define TK?, and (3) What does coupling TK and science mean to you? Our findings revealed a holistic definition of science using typical (e.g., biology, geology, etc.) and atypical (e.g., social science, cultural identity, equity) descriptors. These findings emphasize the importance of developing culturally

The (un)discovering of ecology by Alaska Native ecologists

“…2017, Smythe et al. 2020). These factors coupled with the potential isolation and lack of security encountered in field experiences can result in the withdrawal of students from field based disciplines.…”

“…2000, Downes 2000, Hoagland 2017, Smythe et al. 2020). Coupling of these two knowledge systems, TEK and Western science, provides great potential to create a new means for ecological research and education with an increase in ways of knowing and teaching, diversity, and innovation and can provide historical insight and sense of place (Durie 2004, Smythe et al.…”

“…TEK provides historical knowledge about place, and in‐depth knowledge about the intricate relationships established between plants, animals, landscapes, watersheds, and other natural phenomena, this knowledge system encompasses a worldview that through its holistic nature considers multiple disciplines such as ecology, social science, human health, spirituality, and the relationship of people with their environment (Smythe et al. 2020).…”

“…The resistance of mainstream society, specifically academia, to recognize the depth of knowledge within TEK and its refusal to acknowledge the rigor applied to its development as the same that is applied to Western science is a reflection of the ingrained ideologies of the superiority of Western knowledge systems to any other. TEK provides historical knowledge about place, and in-depth knowledge about the intricate relationships established between plants, animals, landscapes, watersheds, and other natural phenomena, this knowledge system encompasses a worldview that through its holistic nature considers multiple disciplines such as ecology, social science, human health, spirituality, and the relationship of people with their environment (Smythe et al 2020).…”

“Enriching Lives within Sedimentary Geology”: Actionable Recommendations for Making SEPM a Diverse, Equitable and Inclusive Society for All Sedimentary Geologists

“…Diversity promotes innovation from hypothesis through peer review and final publication (Hofstra et al, 2020;Powell, 2018). Personal identity impacts how we engage with our science (Apple et al, 2014;Semken, 2005;Smythe et al, 2020;Unsworth et al, 2012); it impacts how we approach a problem, and what we value, study, and write (Núñez et al, 2020;Ward et al, 2018). It influences how we select reviewers (Ross, 2017), how we review (Kaatz et al, 2014;Sordi & Meireles, 2019), and ultimately what makes its way through to publication (Chawla, 2019;Pico et al, 2020).…”