Indigenous Science Education: Rethinking Science Through Indigenous Pedagogies

There is a growing consensus about the importance of reforming science education to include Indigenous knowledge. While some provinces and territories have tried to make K–12 science curricula more culturally inclusive, many educators still lack the key tools and training needed to integrate Indigenous pedagogies into the broader provincial curriculum. 

In this blog post, we’ll explore what it means to decolonize and Indigenize science education, address common concerns we have as we begin this work, and consider practical ways to integrate Indigenous pedagogies into our science teaching.

Decolonizing and Indigenizing Science Education

Let’s start by looking at the difference between decolonizing and Indigenizing education:

• Decolonizing education is about critically examining and dismantling practices and content that support colonial ideas. In science education, this might mean questioning the belief that Western science is the only true knowledge while ignoring other knowledge systems. 
• Indigenizing education integrates Indigenous ways of knowing, being, and learning into the curriculum. This helps create a more inclusive environment where Indigenous knowledge and perspectives are valued. 

To learn more about the distinction between these two approaches, check out our previous blog post How to Decolonize and Indigenize Your Teaching. 

Decolonizing and Indigenizing Your Teaching Practice with Care

Many of us feel nervous about beginning this process because we want to approach it thoughtfully and avoid making mistakes. Wanting to decolonize your teaching practice with care is a great place to start. One of the first things you can do is recognize and prepare for common pitfalls. 

For example, one of the first ways educators might start to Indigenize their classrooms is by mentioning Indigenous names for plants, animals, and places without understanding or explaining their specific cultural significance. Presenting this information without deeper context treats Indigenous knowledge as an “add-on” to the learning process and reduces Indigenous knowledge to surface-level facts. Meaningful Indigenization requires sustained engagement with Indigenous perspectives. As educators, it’s important that we blend Indigenous knowledge into the learning process so students understand how Indigenous and Western ideas can coexist and work together. 

So, what can you do to approach science education from an authentic and decolonial perspective? 

Rethinking the Approach to Science Education

One of the challenges in decolonizing science education is that Western scientific methods are understood and perceived as objective and fact-based. This can make Western science seem like the only valid way to understand the natural world. However, the science curriculum taught in schools across Canada is shaped by a Eurocentric cultural context. Recognizing this can help us appreciate Western science’s strengths and limitations.

Dr. Leroy Little Bear explains that Western science tends to divide knowledge into separate parts, while Indigenous knowledge views everything as interconnected—land, people, animals, and the cosmos. He points out that Indigenous knowledge challenges the Western idea of science being objective. 

When we understand that Western science is just one cultural perspective, we can take steps toward a more inclusive and holistic approach to science education. By bringing this into the classroom, we can help students see that science isn’t just about cold, hard facts—it’s also about relationships, perspectives, and context. Let’s explore two key frameworks for understanding Indigenous science pedagogy and look at real-life examples of how these frameworks have been applied in classrooms.

The Land as First Teacher

Indigenous Peoples have always lived off the land, had a close relationship with the environment, and possessed deep cultural knowledge of their connection to it. Dr. Sandra Styres, an educator who supports others in decolonizing and Indigenizing their teaching, explains this relationship through the Land as First Teacher philosophy. 

This philosophy highlights the meaningful relationship between Indigenous Peoples and their surroundings. It also recognizes that each Nation across Turtle Island holds unique teachings and perspectives about the world. This perspective recognizes that science and art are embedded in traditional Indigenous methods. Using the Land as First Teacher philosophy, knowledge is not delivered through pre-planned lessons but through hands-on learning and close collaboration with Elders, Knowledge Keepers, and community members. This approach shows how Indigenous thinking differs from Western ideas, shaping teaching through deep connections with nature. 

Etuaptmumk (Two-Eyed Seeing)

As we rethink our approach to science education, it becomes clear that embracing diverse perspectives can broaden our understanding of the world. Rather than viewing these perspectives independently, we can integrate them to challenge the Eurocentric science curriculum widely used across Canada. One framework for achieving this is Etuaptmumk, or Two-Eyed Seeing. Introduced by Mi’kmaw Elders Albert Marshall and Murdena Marshall in 2004, this concept encourages us to view the world through two distinct but complementary lenses.

This framework encourages us to learn through two eyes: one that highlights the strengths of Indigenous knowledge—emphasizing relationships, holistic understanding, and the interconnectedness of all living things—and another that draws from Western science, which values empirical evidence, experimentation, and analytical reasoning.

By integrating these two perspectives, we can create science learning experiences that respect Indigenous worldviews alongside Western scientific perspectives. This approach not only enriches students’ learning experiences but also fosters a deeper appreciation for the diverse ways of knowing that exist in our world. Two-Eyed Seeing invites us to engage with science in a way that honours both knowledge systems, encouraging us to see the value in multiple forms of knowledge and to explore the natural world in a more comprehensive way.

You can explore this framework in your classroom with a guided inquiry activity (Grades 7–12). This activity incorporates Etuaptmumk (Two-Eyed Seeing) to encourage conversations about science from Indigenous and Western scientific lenses, showing that neither perspective needs to be diminished to make space for the other.

Indigenous Science Education in Practice

Now that we’ve explored the Land as First Teacher and Two-Eyed Seeing frameworks, let’s look at a few examples of how educators are bringing these ideas into their science classrooms.

1. Netukulimk 12: Bridging Mi’kmaq and Western Science

Elder Albert Marshall developed a Grade 12 environmental studies course in Nova Scotia called Netukulimk 12, weaving together the strengths of Mi’kmaq and Western science. Throughout the course, students explore local ecosystems, examining the connections between natural patterns and cultural practices. By incorporating Elders and Knowledge Keepers into the curriculum, the course fosters a deeper understanding of environmental stewardship and encourages students to reflect on their relationship with the land. 

2. Hands-On Learning with Living STEM in Australia

Australia’s Living STEM project aims to integrate Indigenous knowledge systems into science curricula by promoting two-way science, where Indigenous and Western scientific methods coexist. The project engages students in hands-on learning experiences, highlighting the value of Traditional Ecological Knowledge (TEK). For instance, Indigenous rangers share ecological expertise, showing students how TEK works alongside modern scientific practices

3. High School Students Use Two-Eyed Seeing to Study Bison Health

Finally, students from the Carry the Kettle Nakoda Nation teamed up with scientists at the University of Saskatchewan to study bison, using Traditional Knowledge and advanced scientific tools. Students collected bison bone samples and then analyzed them at the Canadian Light Source synchrotron to explore the impact of environmental changes and land stewardship on bison health. 

Conclusion

To decolonize and Indigenize science education, we need to go beyond adding a few pieces of Indigenous knowledge. Instead, we should explore Indigenous perspectives in depth, focusing on relationships, context, and a whole-picture approach. Using frameworks like Two-Eyed Seeing and Land as First Teacher can help create learning environments that respect and include both Indigenous and Western ways of knowing.