Abstract
Traditional Knowledge (TK) from Native American/Alaska Native (NA/AN) communities is often met with dismissive attitudes due to its perceived qualitative nature, however, careful examination of what TK represents, and how it formed, leads to the realization that TK is a mixture of qualitative, quantitive, and spiritual knowledge utilizing the same rigor as western science. TK represents knowledge about place, historical insight, and spiritual beliefs with a longstanding and tested understanding about terrestrial and aquatic systems. Theoretical positioning of this study supports the ideology that providing NA/AN students with culturally aligned educational opportunities creates equitable and inclusive learning environments, thereby increasing sense of identity and belonging. We present focus group data collected from two national conferences focused on success of NA/AN students in geoscience. Using a small discussion group format respondents were asked to consider: (1) How do you define science?, (2) How do you define TK?, and (3) What does coupling TK and science mean to you? Our findings revealed a holistic definition of science using typical (e.g., biology, geology, etc.) and atypical (e.g., social science, cultural identity, equity) descriptors. These findings emphasize the importance of developing culturally aligned curriculum across all education levels to support NA/AN students.
Highlights
This study examines, through a focus group format, the perspectives of Native students, Native and non-Native mentors, faculty, and professionals in geoscience research and education, about their opinions of how or if Traditional Knowledge (TK) and western science knowledge systems are interrelated and complimentary
Research questions discussed in focus groups were: (1) How do you define science? (2) How do you define TK? and (3) What does coupling TK and science mean to you? This study is grounded in the theory that providing students with opportunities to couple TK and STEM will lead to positive outcomes in self-identity as a scientist and increase the pursuit of and retention of Native students in geoscience disciplines
Indigenous Traditional Knowledge Framework (ITKF) is based on the following guiding principles for TK such that; TK is an important body of knowledge providing insight of the natural environment and is unique to the communities bearing the knowledge, that it is valuable and should be considered and acknowledged alongside western science; that TK belongs to the Native community who bears the knowledge and is under the authority and control of the community; that permission is required to collect, analyze, and disseminate knowledge; and TK will be discussed in a constructive manner building an atmosphere of mutual respect between stakeholders (CEMA, 2015). 2.3 Study Structure and Focus Group Questions This is a collective case study of two focus groups from two STEM conferences focused on Native students and scholars
Summary
This study examines, through a focus group format, the perspectives of Native students, Native and non-Native mentors, faculty, and professionals in geoscience research and education, about their opinions of how or if TK and western science knowledge systems are interrelated and complimentary. To gain a better understanding of the perspectives of Natives, from various tribal nations, on the importance of providing culturally aligned and ethical geoscience education, and the impacts respondents thought coupling these knowledge systems would have on their self-efficacy as a Native scientist. Academic institutions have failed to acknowledge that Native students come with unique life and cultural experiences and self-perceptions about their culture that influence and define their world view. This can lead to Native students struggling to reconcile these two worldviews (Guillory & Wolverton, 2016), making it difficult to connect STEM to their cultural identities, and resulting in decreased self-efficacy and failed retention rates. The belief that western science is universal knowledge, accepted by all, is a longstanding obstacle for Native students with higher educational aspirations, especially due to the dismissive perception that undermines TK (Bressan, 2017)
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