Dr. Herman Michell – Principal InvestigatorFirst Nations University of Canada

Yvonne Vizina – Co-InvestigatorUniversity of Saskatchewan

Learning Indigenous Learning Indigenous Science from PlaceScience from Place

It has become possible for Indigenous peopleIt has become possible for Indigenous peopleto refuse to speak about ourselvesto refuse to speak about ourselves

in ways foreign to us,in ways foreign to us,to explain ourselves in terms not appropriate to us,to explain ourselves in terms not appropriate to us,to judge ourselves by criteria we did not institute,to judge ourselves by criteria we did not institute,

or to accept that our traditional knowledgeor to accept that our traditional knowledgeis not knowledge at all.is not knowledge at all.

We can hold firm our own Indigenous ways of We can hold firm our own Indigenous ways of knowing and,knowing and,

in so doing, protect and preserve those ways.in so doing, protect and preserve those ways.

(Dr. Eva Marie Garroutte, 1999).(Dr. Eva Marie Garroutte, 1999).

It has become possible for Indigenous peopleIt has become possible for Indigenous peopleto refuse to speak about ourselvesto refuse to speak about ourselves

in ways foreign to us,in ways foreign to us,to explain ourselves in terms not appropriate to us,to explain ourselves in terms not appropriate to us,to judge ourselves by criteria we did not institute,to judge ourselves by criteria we did not institute,

or to accept that our traditional knowledgeor to accept that our traditional knowledgeis not knowledge at all.is not knowledge at all.

We can hold firm our own Indigenous ways of We can hold firm our own Indigenous ways of knowing and,knowing and,

in so doing, protect and preserve those ways.in so doing, protect and preserve those ways.

(Dr. Eva Marie Garroutte, 1999).(Dr. Eva Marie Garroutte, 1999).

Learning Indigenous Learning Indigenous Science from Place:Science from Place:

• An action research study examining An action research study examining Indigenous-based Science Perspectives Indigenous-based Science Perspectives in Saskatchewan First Nations and in Saskatchewan First Nations and Métis Community ContextsMétis Community Contexts

• The Project Team: FN & Métis The Project Team: FN & Métis communities, FnUniv, UofS, FSIN, STC, communities, FnUniv, UofS, FSIN, STC, MLTC, GDI, Min. of Educ., MLTC, GDI, Min. of Educ., Public/Catholic schools, Teachers & Public/Catholic schools, Teachers & Elders;Elders;

Research QuestionsResearch Questions• What is a First Nations perspective of learning What is a First Nations perspective of learning

Indigenous Science from Place?Indigenous Science from Place?

• What is a Métis perspective of learning Indigenous What is a Métis perspective of learning Indigenous Science from Place?Science from Place?

• How can learning from place help create a foundation How can learning from place help create a foundation for a science curriculum that is contextualized to place for a science curriculum that is contextualized to place and to the people of that place?and to the people of that place?

• How can these perspectives inform teachers of How can these perspectives inform teachers of processes and content needed in science curriculum?processes and content needed in science curriculum?

• What supports are needed for educators to engage in What supports are needed for educators to engage in Indigenous science?Indigenous science?

Cultural-based Cultural-based Approaches to Science Approaches to Science EducationEducation• The idea of cultural-based The idea of cultural-based

approaches to science education is a approaches to science education is a new development in a long history of new development in a long history of Indigenous education and reflects an Indigenous education and reflects an evolution of thought related to evolution of thought related to self-determination, community-based self-determination, community-based education and the preservation of education and the preservation of cultural identity. (Cajete, 1999)cultural identity. (Cajete, 1999)

Importance of Science in Importance of Science in Aboriginal CommunitiesAboriginal Communities

Increased Control of Land & ResourcesIncreased Control of Land & Resources

Increased Control of Health ProgramsIncreased Control of Health Programs

Increased Need for Science ProfessionalsIncreased Need for Science Professionals

Community Infrastructure DevelopmentCommunity Infrastructure Development

Global Bio-diversity & Sustainable IssuesGlobal Bio-diversity & Sustainable Issues

Low Numbers of Low Numbers of Aboriginal individuals in Aboriginal individuals in Science CareersScience CareersDespite a rich backdrop of cultural traditions, Despite a rich backdrop of cultural traditions,

languages, values, practices and holistic ways of languages, values, practices and holistic ways of connecting with natural reality that could serve as connecting with natural reality that could serve as a foundation for scientific learning and a foundation for scientific learning and achievement...achievement...

Aboriginal Peoples are chronically under-represented Aboriginal Peoples are chronically under-represented in virtually all fields of science.in virtually all fields of science.

Aboriginal individuals are systematically locked out Aboriginal individuals are systematically locked out of high paying jobs in science related fields.of high paying jobs in science related fields.

Why?…...What’s the Problem?Why?…...What’s the Problem?

The Problems are The Problems are Complex ….Complex ….

• Systemic Factors - Social/Political/EconomicSystemic Factors - Social/Political/Economic

• Linked to Colonized / Marginalized Status in CanadaLinked to Colonized / Marginalized Status in Canada

• Assimilation through EducationAssimilation through Education

• Euro-centric Schooling Practices & PoliciesEuro-centric Schooling Practices & Policies

• 100 Years of Residential Schooling100 Years of Residential Schooling

• Loss of Culture, languages, values, practicesLoss of Culture, languages, values, practices

• Loss of Indigenous Knowledge SystemsLoss of Indigenous Knowledge Systems

Reviews of First Nations & Reviews of First Nations & Métis EducationMétis Education

• 1988 - NIB Review1988 - NIB Review

• 1987 - Barmen, Hebert, McCaskill Review1987 - Barmen, Hebert, McCaskill Review

• 1992 - Canadian Education Association1992 - Canadian Education Association

• 1995 - Battiste Review1995 - Battiste Review

• 1996 - Royal Commission Report1996 - Royal Commission Report

• 2005 – Canadian Council on Learning2005 – Canadian Council on Learning

Some Key Problems...Some Key Problems...• Provincial Science Curriculum: Inclusive IssuesProvincial Science Curriculum: Inclusive Issues

• Chronic Under-funding in SchoolsChronic Under-funding in Schools

• Inadequate Facilities, Equipment & MaterialsInadequate Facilities, Equipment & Materials

• Shortage of Indigenous Science scholarsShortage of Indigenous Science scholars

• Lack of Indigenous Science teachersLack of Indigenous Science teachers

• Indigenous Science in Teacher EducationIndigenous Science in Teacher Education

• Appropriate Cultural & Linguistic ContentAppropriate Cultural & Linguistic Content

• Elder & Parental InvolvementElder & Parental Involvement

• Teacher Turnover & ConsistencyTeacher Turnover & Consistency

Some Key Problems...Some Key Problems...• High Drop-out rates in High SchoolHigh Drop-out rates in High School

• Poor Attendance - High AbsenteeismPoor Attendance - High Absenteeism

• Poor Academic Achievement LevelsPoor Academic Achievement Levels

• Lack of Preparedness for Post-secondary levelLack of Preparedness for Post-secondary level

• Alcohol & Drug Abuse ProblemsAlcohol & Drug Abuse Problems

• Overcrowded Housing ConditionsOvercrowded Housing Conditions

• High Suicide Rate among YouthHigh Suicide Rate among Youth

• Single Parent Families with limited SupportsSingle Parent Families with limited Supports

Creating a Pathway...Creating a Pathway...• The problems are systemic and will require systemic The problems are systemic and will require systemic

solutions...solutions...

• Science Education must be re-defined based on First Science Education must be re-defined based on First Nations & Métis community foundations;Nations & Métis community foundations;

• Context Specific & the Idea of “Place”Context Specific & the Idea of “Place”

• Community-based Articulation of Indigenous ontology, Community-based Articulation of Indigenous ontology, epistemology, methodology, and pedagogy;epistemology, methodology, and pedagogy;

• Community Involvement in the Planning, Community Involvement in the Planning, Development, Implementation, Evaluation of Development, Implementation, Evaluation of Indigenous science curriculum;Indigenous science curriculum;

Re-defining ScienceRe-defining Science

• The Myth of Science as “non-cultural”The Myth of Science as “non-cultural”

• Towards Science as Cultural & PoliticalTowards Science as Cultural & Political

• Indigenous Science needs no validation from Western Indigenous Science needs no validation from Western ScienceScience

• Honoring & Creating Space for Indigenous Knowledge Honoring & Creating Space for Indigenous Knowledge Systems to FlourishSystems to Flourish

• Towards an Inter-connected ConsciousnessTowards an Inter-connected Consciousness

• Nourishing, Life-giving & SustainableNourishing, Life-giving & Sustainable

Stereotypes of Indigenous Stereotypes of Indigenous KnowledgeKnowledge

• Primitive FolklorePrimitive Folklore

• Static View - Something of the “Past”Static View - Something of the “Past”

• Irrational & IrrelevantIrrational & Irrelevant

• Religious Assimilation & Fear Mongering Religious Assimilation & Fear Mongering

• Evil, Demonic, Witchcraft, VoodooEvil, Demonic, Witchcraft, Voodoo

• Worshipping “Other gods”Worshipping “Other gods”

What is Science?What is Science?• Science is a tool. It is used in coming to Science is a tool. It is used in coming to

know the natural world.know the natural world.

• Science is also a cultural extension of Science is also a cultural extension of particular human groups.particular human groups.

• There are Diverse cultures with Diverse There are Diverse cultures with Diverse tools. Multi-science perspectives.tools. Multi-science perspectives.

• Indigenous people have their own set of Indigenous people have their own set of tools in coming to know natural world.tools in coming to know natural world.

Indigenous Diversity & Indigenous Diversity & ComplexityComplexity

• A Shared Worldview of InterconnectednessA Shared Worldview of Interconnectedness

• Diverse Knowledge SystemsDiverse Knowledge Systems

• Diverse ValuesDiverse Values

• Diverse LanguagesDiverse Languages

• Diverse EnvironmentsDiverse Environments

• Diverse Practices & TechnologiesDiverse Practices & Technologies

Clash of WorldviewsClash of WorldviewsIndigenous Worldviews are fundamentally Indigenous Worldviews are fundamentally

different than the Euro-Western worldview different than the Euro-Western worldview promoted through contemporary science promoted through contemporary science education.education.

Western science is a “sub-culture”Western science is a “sub-culture”

Western science & worldview dominates all Western science & worldview dominates all spheres of society….& curriculum.spheres of society….& curriculum.

““Clash of Worldviews”Clash of Worldviews”

First Nations vs. Western ScienceFirst Nations vs. Western Science

Métis knowledge dismissed by ‘experts’Métis knowledge dismissed by ‘experts’

We live in a world of many cultures,We live in a world of many cultures,all of which have different standards.all of which have different standards.

It is not necessary to devalueIt is not necessary to devaluethe standards of Western society, the standards of Western society,

except insofar as they claim to be the except insofar as they claim to be the only worthwhile standards.only worthwhile standards.

(Hampton, 1995)(Hampton, 1995)

Euro-Western ScienceEuro-Western Science

• Science is a subset of Euro-Western Culture.Science is a subset of Euro-Western Culture.

• People are separate from the World Around them.People are separate from the World Around them.

• What counts as Science - Is what can be Measured.What counts as Science - Is what can be Measured.

• Focus on Physical World - Absence of the SacredFocus on Physical World - Absence of the Sacred

• Scientific Method - Compartmentalized Knowledge Scientific Method - Compartmentalized Knowledge

• Fragmented Worldview - Linear - HierarchicalFragmented Worldview - Linear - Hierarchical

• Mechanistic - Reductionist - Rational - Impersonal Mechanistic - Reductionist - Rational - Impersonal Mathematical idealized - De-Contextualized Mathematical idealized - De-Contextualized Exploitative - Materialistic - Ideological - Elitist.Exploitative - Materialistic - Ideological - Elitist.

Indigenous ScienceIndigenous Science

• Abundant examples exist of scientific thought in Abundant examples exist of scientific thought in First Nations & Métis communities….First Nations & Métis communities….

• Indigenous people used scientific processes of Indigenous people used scientific processes of investigating, discovering, experimenting, investigating, discovering, experimenting, observing, defining, comparing, relating, inferring, observing, defining, comparing, relating, inferring, classifying, and communicating in order to develop classifying, and communicating in order to develop technology that enabled them to survive within technology that enabled them to survive within particular environments (Ovando, 1994).particular environments (Ovando, 1994).

Indigenous Science Indigenous Science Examples that Resonate Examples that Resonate with…..with…..• Medical PracticesMedical Practices• NutritionNutrition• EcologyEcology• AgricultureAgriculture• BiologyBiology• ChemistryChemistry• GeologyGeology• PhysicsPhysics• MathematicsMathematics• AstronomyAstronomy• ArchitectureArchitecture• ConservationConservation

Indigenous Science...Indigenous Science...• Physical & Spiritual Are Not SeparatePhysical & Spiritual Are Not Separate

• Holistic - Communal - ContextualHolistic - Communal - Contextual

• Inclusive - Cooperative - PeacefulInclusive - Cooperative - Peaceful

• Focus on Natural Laws & LandFocus on Natural Laws & Land

• Respect & Reverence for all LifeRespect & Reverence for all Life

• Reciprocity & InterdependenceReciprocity & Interdependence

• Balance & Wholeness - Inner & Outer HarmonyBalance & Wholeness - Inner & Outer Harmony

• SustainableSustainable

Indigenous Science Indigenous Science ApproachesApproaches• Indigenous Local Concepts & ExamplesIndigenous Local Concepts & Examples• Experiential & Hands-On ActivitiesExperiential & Hands-On Activities

– Multi-sensory - Multiple Anchors of RetentionMulti-sensory - Multiple Anchors of Retention• Indigenous EldersIndigenous Elders• Indigenous MethodologiesIndigenous Methodologies• Indigenous LanguagesIndigenous Languages• Learning Styles & Teaching StylesLearning Styles & Teaching Styles• Role Models & MentorsRole Models & Mentors• Textbook & Visual Classroom MaterialsTextbook & Visual Classroom Materials• Trans-disciplinary CurriculumTrans-disciplinary Curriculum• Indigenous-based AssignmentsIndigenous-based Assignments

Indigenous MethodologiesIndigenous Methodologies

• Experiential - “On the Land”Experiential - “On the Land”• Traditional TechnologiesTraditional Technologies• Indigenous ContributionsIndigenous Contributions• Storytelling & Sharing CirclesStorytelling & Sharing Circles• Supervised & Unsupervised ParticipationSupervised & Unsupervised Participation• Intergenerational TeachingIntergenerational Teaching• ApprenticeshipApprenticeship• Observation & Natural InquiryObservation & Natural Inquiry• Dreaming & ImaginationDreaming & Imagination• Ritual & CeremonyRitual & Ceremony

Traditional Knowledge ProtocolsTraditional Knowledge Protocols• There are Protocols around Traditional Knowledge;There are Protocols around Traditional Knowledge;

• It is crucial to consult with Elders what parts of It is crucial to consult with Elders what parts of traditional knowledge should be addressed and how traditional knowledge should be addressed and how such issues should be taught in public.such issues should be taught in public.

• Cultural expressions that include drumming, Cultural expressions that include drumming, ceremony, sacred songs, dances, prayers, dreams ceremony, sacred songs, dances, prayers, dreams and creation stories teach people about and creation stories teach people about relationships with Natural Reality.relationships with Natural Reality.

• However, Caution must be taken: There are cultural However, Caution must be taken: There are cultural expressions that belong to certain clans, societies, expressions that belong to certain clans, societies, and knowledge keepers and can only be shared by and knowledge keepers and can only be shared by certain people under certain conditions & protocols;certain people under certain conditions & protocols;

• Ensure students are fully prepared and understand Ensure students are fully prepared and understand the significance of specific practices that relate to the significance of specific practices that relate to what you are trying to teach them.what you are trying to teach them.

• In some cases, individuals will share freely In some cases, individuals will share freely expecting you will know the ethics around expecting you will know the ethics around knowledge use.knowledge use.

More Research is More Research is Needed...Needed...

• The main weakness of current The main weakness of current research around cultural-based research around cultural-based approaches to science education is approaches to science education is the lack of quantitative data about the lack of quantitative data about how, why, and in what contexts how, why, and in what contexts cultural-based approaches are more cultural-based approaches are more effective than Western approaches effective than Western approaches (Cajete, 1999).(Cajete, 1999).

Province Wide Province Wide Articulation…Articulation…

• It is time to articulate Indigenous It is time to articulate Indigenous Science Education from the Science Education from the foundation of First communities;foundation of First communities;

• Community-based research;Community-based research;

• Locally-developed Options;Locally-developed Options;

• The Answers Lie “Within”.The Answers Lie “Within”.

Sharing the Burden...Sharing the Burden...

• Community-driven - Direct BenefitsCommunity-driven - Direct Benefits

• Long-term Funding MechanismsLong-term Funding Mechanisms

• Partnerships with IndustryPartnerships with Industry

• Partnerships with UniversitiesPartnerships with Universities

• Partnerships with SchoolsPartnerships with Schools

• Partnerships with GovernmentsPartnerships with Governments

THANK YOU...THANK YOU...