Indigenous Science Research Articles

Integration indigenous science in merdeka curriculum to strengthen scientific literacy and environmental care in elementary schools: Need analysis

This research aims to analyze the needs of integration indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and environmental care in elementary schools for elementary school students. This research uses a qualitative approach with a case study design. The subjects of this study were 160 elementary school teachers in one of the big cities in Indonesia. Research data collection techniques consist of interviews and questionnaires. The research data analysis technique used an interactive model consisting of data condensation, data presentation, and drawing conclusions. The results of this research show that the teachers propose the reconstruction of indigenous science into scientific science and its integration in learning based on the national curriculum. Analysis of the needs for multimodal reconstruction of indigenous science in science learning in elementary schools shows a very important category. Multimodal indigenous science is proposed from Javanese culture which is specified with the needs of the elementary school sciences scope with the integration of indigenous science carried out in the content, process and product aspects. The results of the initial study recommend that teachers and future researchers can develop learning tools with a multimodal indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and care for the environment in elementary schools.

Building Science Teacher Leaders for Indigenous Schools: Lessons from a Science Professional Development Workshop in Nepal

This is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices.

Advancing a High-Context Perspective for Active Fashion Research

Western science perceives knowledge from a low-context view, guided by logic, objectivity, and reproducibility. This approach perpetuates newness which contradicts the idea of circularity, in research and the fashion industry. In contrast, Indigenous science practices a more holistic, high-context approach, which values relational connections and interdependence. A high-context approach to put the earth first and reverse business growth logic is incredibly complex but necessary. If we measure our success by the true value of an integrated bottom line, the motives we embrace, and the criteria used to make decisions, we have the potential to promote behavioral change. We are all interconnected, yet are conditioned to take a short-term, individualistic approach. However, we exist on a planet with a long-term perspective, presenting a major conflict. Indigenous knowledge is not new, and a collectivist mindset is disconnected from sustainability science. Fashion research is insular and inaccessible to industry or policymakers. A high-context perspective is a foundational approach to future active fashion research.

One Health, many perspectives: Exploring Indigenous and Western epistemologies

Abstract The One Health approach, which assesses the interconnectedness of animal, human, and environmental health, fails to include and amplify Indigenous knowledge and Indigenous scientists. To effectively center Indigenous knowledge next to and within the One Health approach, which is historically based in Western science, the similarities and differences between Indigenous science, specifically Traditional Ecological Knowledge (TEK), and One Health must be explored. The objective of this project is to identify values in Indigenous science that are unsupported or underrepresented in Western science and then collaboratively ideate recommendations that Western allies can take to center and support Indigenous scientists and elevate Indigenous knowledge. From January to March 2023, the study team conducted semi-structured interviews with Indigenous knowledge keepers via Zoom video calls. American Indian, Alaska Native, Native Hawaiian (Kānaka Maoli), and other Indigenous participants from the global diaspora residing in the continental United States and Hawaiian Islands were recruited through social media and referrals from Indigenous leaders who had participated in formative (phase 1) interviews completed in 2022. In those formative interviews, four themes emerged and called for further exploration of Indigenous perspectives on (1) the natural world, (2) cultural heritage, (3) value expression, and (4) reflection. These ideas were reframed into questions asked in subsequent (phase 2) interviews in 2023. Thematic identification methods were used to highlight key ideas throughout the interviews. Participants noted gaps between their Indigenous worldviews and the One Health model, particularly relating to contrasts with Western culture, holistic expression, power in action, identity and belonging, maintaining community and cultural practices, and sharing information/education. It was also noted that One Health must do more than just uplift Indigenous values to support Indigenous scientists and should instead collaborate with TEK keepers and foster practices that are inclusive and validating of other knowledge systems. Phase 2 interview responses highlighted Indigenous principles that are underrepresented in One Health practice. These principles were transformed into considerations specifically for Western-rooted scientists to improve allyship to Indigenous science and scientists. Adoption of the considerations would strengthen partnership between One Health practitioners and Indigenous scientists and promote collaboration across many ways of knowing. One Health impact statement The One Health theory encourages transdisciplinary collaboration to break down siloing and innovate solutions. Yet, One Health practice, and the Western scientific approach it takes, often excludes involvement with Indigenous ways of knowing and disclaims Indigenous knowledge keepers who have been conducting “One Health” work since time immemorial. Indigenous knowledge keepers who self-identified as cultural bridges between Native communities and Western communities were interviewed and asked to speak to values found in Indigenous science and research. The featured principles highlight some of the similarities and differences between Indigenous and Western scientific approaches. The identified values informed recommendations for Western scientists to be better allies to Indigenous scientists and to amplify Indigenous voices and science. One Health practitioners will benefit from these guidelines by navigating research in a more equitable way and by creating sustainable reciprocal partnerships with Indigenous scientists. This makes One Health more open and accessible to Indigenous and Western ways of knowing.

Integration of Indigenous Research Methodologies, Traditional Ecological Knowledge and molecular scatology in an assessment of mesocarnivore presence, diet and habitat use on Yurok Ancestral Lands.

Partnerships between Tribes and researchers in wildlife monitoring and application of Traditional Ecological Knowledge (TEK) have taken a variety of forms, and some scholars have noted a need for culturally sensitive approaches. Guided by Indigenous Research Methodologies, this research is coupled with Yurok TEK, or hlkelonah 'ue-megetohl ('to take care of the earth'), enabling an applied, culturally sensitive approach in partnership with the Yurok Tribe. We present results from a molecular scatology study of wildlife within the ancestral territory of the Yurok Tribe. Scats were collected opportunistically on road transects. All samples (N = 132) were analysed via DNA barcoding and results matched to documented 'Oohl 'we-toh (Yurok language) names to determine the depositor species (N = 8). Though there were four focal mesocarnivore species in our study, only bobcat (Chmuuek; Lynx rufus) and gray fox (Wergers; Urocyon cinereoargenteus) were detected as depositor species. Post hoc analyses were conducted to explore distribution, habitat use and selection in a use-availability context, and food habits of these two species. We found almost complete separation of bobcat and gray fox use of transects, as well as indication of partitioning of vegetation cover types and food. We demonstrate an integrated framework of Western and Indigenous sciences that allows the Indigenous researcher to transcend structured academic disciplinary boundaries. Our approach can be modified for partnerships between Tribes, agencies, academics and students for wildlife monitoring in broader geographic regions in various research applications.

The Reconstruction of Indigenous Science into Scientific Knowledge in the Natural Color Process from Lurik Klaten

Teaching science in schools rarely includes local wisdom. Local wisdom-based learning is more suitable for the regional characteristics and students’ daily life experiences and also supports sustainability and cultural diversity. The reconstruction of indigenous science into scientific knowledge will show the part of local wisdom that is suitable for science learning. This research aimed to reconstruct indigenous science into scientific knowledge from the process of natural color that was conducted in the community of Lurik Klaten in Pedan and Cawas Subdistrict, Klaten Regency, Central Java, Indonesia. The outcome of this research was scientific knowledge from the result of indigenous science reconstruction that was based on society’s culture about the process of natural color. The expected benefit of this research was to be the contextual educational resource for teachers of science in the school. The method of this research was qualitative descriptive through visceral interviews, direct observation and document study about the traditional process of natural color. The research focused on natural color production, especially on knowledge of traditional lurik craftsman related to the raw materials of natural color and also the process of coloring lurik. The obtained data were analyzed, verified, and constructed into scientific knowledge and were interpreted to get meaningful information. The conclusion was that there was five indigenous science from natural color production which could be reconstructed into scientific knowledge and also appropriate with several competences in science education. Keywords: Indigenous Science, Natural Color Process, Lurik Klaten

Evolving wildlife management cultures of governance through Indigenous Knowledges and perspectives

AbstractWithin governance agencies, academia, and communities alike, there are increasing calls to recognize the value and importance of culture within social‐ecological systems and to better implement Indigenous sciences in research, policy, and management. Efforts thus far have raised questions about the best ethical practices to do so. Engaging with plural worldviews and perspectives on their own terms reflects cultural evolutionary processes driving paradigm shifts in 3 fundamental areas of natural resource management: conceptualizations of natural resources and ecosystems, processes of public participation and governance, and relationships with Indigenous Peoples and communities with differing worldviews. We broadly describe evolution toward these paradigm shifts in fish and wildlife management. We then use 3 case studies to illustrate the ongoing cultural evolution of relationships between wildlife management and Indigenous practices within specific historical and social‐ecological contexts and reflect on common barriers to appropriately engaging with Indigenous paradigms and lifeways. Our case studies highlight 3 priorities that can assist the field of wildlife management in achieving the changes necessary to bridge incommensurable worldviews: acknowledging and reconciling historical legacies and their continued power dynamics as part of social‐ecological systems, establishing governance arrangements that move beyond attempts to extract cultural information from communities to integrate Indigenous Knowledges into dominant management paradigms, and engaging in critical reflexivity and reciprocal, accountable relationship building. Implementing these changes will take time and a commitment to processes that may initially feel uncomfortable and unfamiliar but have potential to be transformative. Ethical and culturally appropriate methods to include plural and multivocal perspectives and worldviews on their own terms are needed to transform wildlife management to achieve more effective and just management outcomes for all.

Desain Kearifan Lokal Gorontalo sebagai Bahan Kajian dalam Pembelajaran Sains

The development of science and technology has a spirit that does not necessarily need to be translated, indicating that science can be related to academic studies associated with physics, chemistry, biology, as well as other natural sciences such as geology and astronomy. Science also means looking closely at social, economic, psychological, humanities and even educational phenomena. Lokal wisdom which has the value of indigenous science is a traditional custom passed down from generation to generation in Indonesia which needs to be supported by educational experts to be researched so that it is hoped that it will become scientific science. In Gorontalo there are several studies regarding indigenous science becoming scientific knowledge, such as discussions about panggoba related to astronomy and agrotechnology; payango (in the field of house building engineering/architecture), yinthu tuluhe plant for the health sector (medicine for skin diseases). Other research has been carried out on the benefits of tubile (tuba roots) for fish poison (piscisida), mongubingo which has religious, cultural and health value. However, it is realized that the design of Gorontalo lokal wisdom as study material in science learning is still very poorly studied. Referring to these phenomena and real facts, it is deemed necessary to carry out research using the literature study method (library) with the topic "Gorontalo Lokal Wisdom Design as Study Material in Science Learning."

Unlearning possessive belonging: reading in relation with Indigenous science fiction

ABSTRACT The work of Indigenous thinkers as writers of, and commentators on, Indigenous science fiction, calls for the unmaking of settler futurities in ways that assert Indigenous belonging in all times. In this paper, we, as science fiction nerds with settler and white privilege in so-called Australia, try to respond to calls from Indigenous science fiction to sit with, and contribute to, a decentring of presumed settler futures. Together, we read speculative fiction through the work of Aboriginal author, Ambelin Kwaymullina’s, the Tribe Series. As we do so, we are learning to read-in-relation to the invitations of Indigenous science fiction as it asserts Indigenous agency, refuses dominant forms of citizenship and calls on readers to respond to our diverse positions and places. As we engage with Kwaymullina’s work, we seek to engage with Aboriginal-led futurities and dwell with times not invested in the continuance of settler institutions and possessive forms of belonging.

Cultural–Historical Activity Theory as an integrative model of socioscientific issue based learning in museums using extended reality technologies

ABSTRACT The transformation of natural history and science museums from receptacles (temples) to facilitators (forums) of knowledge fosters discourse around issues relating to science and society, known as social scientific issues (SSI). To assist guests with enhanced object-based learning, extended reality (XR) technologies are thought to leverage the leisure and social motivations of guests for greater object-based learning and SSI engagement. To model guests’ experiences using XR, this theoretical paper identifies and describes how a new conceptualization of Cultural–Historical Activity Theory (CHAT) to facilitate SSI outcomes through shared outcome spaces of interacting guest and museum activity systems, mediated by XR technology. We present two scenarios of forum-forward SSI-based learning utilizing this emergent CHAT model in: (i) scrutinizing the environmental and ecological consequences of human activity and (ii) unveiling the contributions of Indigenous Science Knowledge. Issues surrounding ownership and representation are discussed when ‘transforming’ singular objects into digital, decontextualized, and distributable entities.

ECR Spotlight – Coen Hird

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Coen Hird is an author on ‘ Looking beyond the mean: quantile regression for comparative physiologists’, published in JEB. Coen is a PhD graduand/postdoc in the lab of Craig Franklin at The University of Queensland, Australia, investigating Indigenous sciences, ecophysiology and conservation biology particularly in relation to climate and land use change.

The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education

The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education

EFFECTIVENESS OF WETLAND-BASED WAVE AND OPTICS MODULES ON STUDENTS' SCIENTIFIC LITERACY ABILITIES

Wetlands that dominate the area in South Kalimantan are one of the indigenous science learning resources that can help students learn. However, the insertion of wetlands has not commonly been done on a learning media which directly used in class. The developed wetlands-based module on wave and optics aimed to enhance students’ scientific literacy which leads to the success of learning by integrating indigenous science. It was implemented for thirty science education students by using a group pretest-posttest design. The results showed that 29 students gained increased scientific literacy during the implementation, with the improvement in each aspect of scientific literacy categorized as moderate. In addition, the Wilcoxon test result showed a significant enhancement of scientific literacy after using the wetlands-based module of wave and optics. Thus, the wetland-based module is effective in improving students’ scientific literacy abilities.

Toward more ethical engagements between Western and Indigenous sciences

Toward more ethical engagements between Western and Indigenous sciences

ИНДИГЕННЫЙ ПОВОРОТ В УГРОВЕДЕНИИ

The article is devoted to the indigenous turn in Ugric studies, which refers to the cardinal changes that have occurred in Siberian ethnological and anthropological knowledge under the influence of the rapid entry into the humanities the Ob Ugrians (Khanty and Mansi) representatives, who are studying their culture “from the inside”. What is the specificity of this kind of research? What place do they occupy in the general scientific ethnographic field? What are their social functions and priorities, advantages and/or limitations? The article aims at searching for answers to these questions. The object of analysis is the Ob-Ugric Institute of Applied Research and Development, in which today the main research forces of the ethnic scientific intelligentsia of the Khanty-Mansi Autonomous Okrug — Ugra are concentrated. While considering the history of the institute creation, attention is drawn to the fact that the Ugric indigenous science formation was facilitated by all-Russian trends of regionalization, the activities of ethnically oriented public organizations in the okrug, as well as individual representatives of Russian and foreign science. The article highlights the contribution of the first leaders and employees of the institute (“founders”) to its scientific basis. In conclusion, the author brings up for discussion the problem of dialogue constructing during fieldwork. It is concluded that emphasizing the uniqueness of indigenous researchers as carriers of their native language and culture and upholding the independence of scientific centers created in Western Siberia occurred in the general context of global trends of indigenization and destigmatization. Emerging tendencies towards isolation are being overcome as northern/indigenous science becomes more established and equal dialogues are built in broader scientific contexts.

Fresh banana leaves: Healing indigenous landscapes through Indigenous science. By Jessica Hernandez, Berkeley, CA: North Atlantic Books. 2022. pp. 256. $17.95. ISBN‐10: 1623176050.

Fresh banana leaves: Healing indigenous landscapes through Indigenous science. By Jessica Hernandez, Berkeley, CA: North Atlantic Books. 2022. pp. 256. $17.95. ISBN‐10: 1623176050.

(De)Colonized Science: Hopes, Complexities, Tensions, and Frustrations in Seeking to Indigenize Undergraduate Science Education

This article is an exploration of our efforts to develop an Indigenous Science Course at Mount Royal University (MRU) located in Mohkinstsis within the Ancestral Lands of the Blackfoot Confederacy the Territory of the Treaty 7 signatories Kainai, Piikani, Siksika, Tsuut’ina, Bearspaw, Chiniki, and Wesley Nations and the Metis Nation Region III. The authors are an Indigenous environmental scientist and recent MRU graduate (Nikita), a settler assistant professor (Collette), and an Indigenous assistant professor (Joshua). We engage here as an enactment of research as ceremony (Wilson, 2008). We draw on Metissage storywork to spark meaning making of our experiences in seeking to contribute to the Indigenization of our University (Archibald, 2008). We believe that the stories we share have the potential to open up interpretive possibilities for those interested in Scholarship of Teaching and Learning as Reconciliation (Hill, 2022) and decolonization and Indigenization of post secondary education more broadly (Battiste, 2013). Through storytelling we endeavor to push for change in sharing the hopes, complexities, tensions, and frustrations we encountered.

Whakamana Te Tuakiri o Ngā Wāhine Māori I Te Ao Whutuporo

This article presents a qualitative, autoethnographic exploration of personal realities and lived experiences in rugby. The literature highlights the potential harm of imposing a Westernised 'one size fits all' team culture, particularly in relation to its impact on Māori identity and aspirations. Herein we advocate for more inclusive environments that honour the intersections of diverse values, beliefs systems and perspectives of Māori, Pasifika and other marginalised communities. As an authorship team we sit within a research excellence group at the Centre of Indigenous Science. This space validates Māori and Indigenous identity, nurtures personal growth and embraces every facet of existence, from whakapapa to cultural identity, including our shared passion for rugby. This systematic literature review pursues two primary research objectives: firstly, it aims to identify and compare the challenges confronted by wāhine Māori in rugby, examining both Western and te ao Māori perspectives. Secondly, it uncovers effective strategies for addressing these challenges, with the ultimate goal of safeguarding and empowering flourishing wāhine Māori identities (tuakiri) in rugby.

Anticipatory co-governance for human rights to sciences across knowledge systems

ABSTRACT The interface between Indigenous and Western knowledge systems highlights the existence of diverse sciences, each with their own history, contexts and processes for validation, with relevance to the human rights to sciences (HRS). The lens of intersectional universality shows how Indigenous peoples differ in ways that affect the HRS, through: (1) holding unique connections to territories, distinct cultures, worldviews and knowledge systems; (2) experiencing dispossession of their lands, territories and resources leading to great disadvantage in socio-economic status; (3) bearing a disproportionately high impact from colonial scientific practices that breach human rights; and (4) utilising Indigenous governance systems based on customary institutions for decision-making. Human rights law requires that these institutions are consistent with principles of non-discrimination – the universal aspect. From this recognition of difference and sameness, we argue that diligent anticipation of risk needs to be based on recognition and support from states for the institutions that govern Indigenous sciences, redress by relevant scientific organisations for the negative impacts of colonial scientific practices, and capacity-building to overcome inequitable distribution of resources and power. Anticipatory co-governance with Indigenous peoples can empower Indigenous agency, Indigenous perspectives on human rights and provide a fertile ground for future thinking to diligently anticipate risks and benefits of science and scientific progress.

STEM-based PjBL Learning Model with Manggaraians Indigenous Science Content to Improve Science Literacy: is it Effective?

This study aims to develop the effectiveness of the STEM-based PjBL (Project-Based Learning) model which incorporates Manggarai indigenous knowledge content to increase scientific literacy in elementary school students. The target population of this study were elementary school students in Langke Rembong District, Manggarai Regency. The research follows the Borg & Gall model for research and development. Data collection included administering scientific literacy tests to assess students' knowledge, attitudes, and competencies related to original science content. To assess the effectiveness of the STEM-based PjBL model, an ANOVA test was used to compare the literacy level of science students who took innovative models with students who took conventional learning. The results of hypothesis testing show that the STEM-based PjBL model has proven effective in increasing scientific literacy in various dimensions, including students' content knowledge, contextual understanding, attitudes towards science, and competency in applying scientific concepts. Notably, after implementing the product trials, significant differences in scientific literacy were observed between students who were exposed to STEM-based PjBL-based models and those who followed conventional teaching methods. These findings underscore the potential of the STEM-based PjBL approach, combined with native Manggarai science content, as an effective means of increasing science literacy among elementary school students.