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Traditional Knowledge (TK) is a qualitative and quantitative living body of knowledge developed locally and regionally across generations over thousands of years. This study aims to show through authentic voice the importance of centering TK systems and cultural needs to provide equitable geoscience education programs. TK can be communicated through a variety of methods, such as story and song, dance, paintings, carvings, structures, and textiles. TK is interdisciplinary within anthropological and ecological subsistence and provide enhanced cultural and spiritual context. Research findings are enhanced by the exploratory and inquiry-based design of TK and provide insight into the anthropogenic impacts on the environment allowing researchers to gain a rich understanding of human behaviors and patterns when collecting and analyzing data. This study examines factors influencing Indigenous students’ participation and retention in the geosciences, specifically gauging opinions on the incorporation of TK systems into geoscience education. Data was collected using an electronic survey to identify factors that inform students’ decision to enter geoscience disciplines and better understand the importance of role models and mentors for retention. Our findings indicate that Indigenous students were interested in using both TK and Western science in geoscience learning spaces, Indigenous role models played an important role in sense of belonging and identity in the geosciences, and the incorporation of culture into learning experiences played an important role in retention. Findings from this study, if operationalized, would allow geoscience departments to increase retention of Indigenous students and faculty, provide equitable educational opportunities, and to better understand how to effect cultural change in the geosciences by providing a welcoming and affirming space for Indigenous scholars.
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Ways of knowing: how can traditional knowledge enrich geoscience education?
Indigenous communities have inhabited their lands for tens of thousands of years and developed unique connections with their environments, which are passed down through stories containing a deep and intricate understanding of the world. However, western science often ignores this traditional knowledge, marginalising Indigenous scientists and discouraging Indigenous students from pursuing careers in STEM. Dr Judith Brown Clarke, from Stony Brook University, and Dr Wendy K’ah Skaahluwaa Todd, from the University of Minnesota Duluth, USA, hope to increase the participation and retention of Indigenous students in geoscience, by incorporating traditional knowledge in geoscience education and research.
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- Award ID(s):
- 2023007
- PAR ID:
- 10483696
- Publisher / Repository:
- Futurum Careers
- Date Published:
- Journal Name:
- Futurum
- ISSN:
- 2632-8399
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.33424/FUTURUM406
