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Maddy Craig, Amitees Ghiasian, Daria Gerus, and Vivian Huang brought a new perspective to their science communication group project, “Western Science and Traditional Ecological Knowledge.” The project deepened their understanding of science by exploring Indigenous history and knowledge-sharing culture and comparing it to Western science.
These students were among the first to experience a new Indigenized science communication requirement, developed under the guidance of Savannah Sloat, the Faculty of Science’s Science Indigenous Initiatives Manager. They were taught four models focused on Traditional Ecological Knowledge (TEK). This interdisciplinary framework focuses on the interrelationships between science and the environment and explores the relationship between Indigenous knowledge and science.
For the group, this unique perspective was an eye-opener. “We fell in love with this project,” says Craig. “We were free to choose a topic from any unit in the course, but we chose traditional ecological knowledge, which had a huge impact on us.”
The project forced the group to rethink their understanding of science and recognize cultural biases in scientific inquiry. They discovered that while Western science relies heavily on experiments and a system of laws and principles, TEK emerges from generations of wisdom and engagement with the natural world. For example, indigenous practices such as using nitrogen-rich soil to heal wounds have been used by indigenous communities for centuries with great success, but are concepts only just beginning to be explored by modern scientists.
The group quickly realised that Western science has an exclusivity within academia, requiring a deep understanding of basic scientific principles before moving on to more complex topics. In contrast, TEK relies on the wisdom of elders and knowledge bearers rather than structured experiments, and is taught from an early age through intergenerational storytelling.
The group emphasized the importance of blending Western science and TEK to provide intersectional perspectives and answers to ongoing environmental issues. “Traditional ecological knowledge provides historical teachings that can enhance Western science through our ancestors’ observations and beliefs to protect the environment,” Craig said.
The Faculty of Science is committed to being a leader in providing Indigenous-centered education at the University of Waterloo by finding places to naturally embed Indigenous frameworks in our courses as part of a broader institutional effort to promote reconciliation, decolonization and Indigenization on campus and within research.
Savannah Sloat – Indigenous Initiatives Manager, Faculty of Science
“The impact of this project goes beyond academic achievement; it demonstrates that students are eager to develop cultural understanding,” Sloat says, “and highlights how Indigenous studies can enhance the university’s science curriculum by promoting a more holistic approach to science education.”
Learn more about how the Faculty of Science is incorporating Indigenous knowledges and spaces into scientific research in the Waterloo News.
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