Challenges and successes of using Two-Eyed Seeing to teach Indigenous science at a predominantly white institution

Abstract

Two-Eyed Seeing, or Etuaptmumk (in Mi’kmaw), is an approach to learning and science that braids both Indigenous and Western knowledges and ways of knowing. This approach has many benefits including a better understanding of the world and greater effectiveness at addressing large problems. In fall 2021, we used Two-Eyed Seeing to teach science at a predominantly white institution in Michigan (USA). In an online setting, participants learned from six Indigenous experts on topics ranging from the Odawa Nation’s connections to water to Indigenous education, and chemistry. The course was challenging to design and implement because of the Western/colonial structure of the institution, higher education, and Western science. Funding was both necessary for course design and constrained, as applications required speakers to have credentials commensurate with Western scientists, curriculum vitae, and advanced approval. Navigating Indigenous spaces brought challenges in building relationships, trust, and respect. Regardless of these constraints, this course proved to be highly successful. We received tremendous support from university administrators that were willing to fund this course. Additional faculty (both Indigenous and non-Indigenous) contributed to grant writing and course design, and the course was populated to capacity approximately-one month after its listing by both Indigenous and non-Indigenous students. The course invested heavily in reciprocity and relationship building with Indigenous experts; and, after its completion, the course fueled future collaborations among faculty/staff, students, and Indigenous scientists. This course demonstrates the potential for relationship building and incorporation of Indigenous expertise in higher education.