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Cited by 14Indigenous and Place-Based EducationIndigenous Health, Education, and RightsScience Education and Pedagogy

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

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Greenall, Rebeka F., Bailey, Elizabeth G.·2022·CBE—Life Sciences Education
DOI 10.1187/cbe.21-12-0340PMC PMC9727615
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Abstract

Indigenous students are underrepresented in science, and researchers have called for integration of TEK into Western science. We summarize practical suggestions and caution from the literature for undergraduate biology instructors who want to make their course more equitable for Indigenous students.

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  • Research indicates that inclusion of IKS in science teaching should take a holistic approach to promote a more comprehensive understanding of the natural world.

    “research indicates that the inclusion of IKS in science teaching should take a holistic approach to promote a more comprehensive understanding of the natural world”

    From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Greenall & Bailey, 2022

  • Several authors reported that exploring other ways of knowing, establishing a classroom culture of respect, explicitly including traditional knowledge in science courses, working with Indigenous experts and leaders, incorporating Indigenous languages as key vocabulary words when teaching, using hands-on activities and storytelling can help teachers incorporate IKS into their science teaching.

    “several authors have reported that exploring other ways of knowing, establishing a classroom culture of respect, explicitly including traditional knowledge in science courses, working with Indigenous experts and leaders, incorporating Indigenous languages as key vocabulary words when teaching, using hands-on activities and storytelling can help teachers incorporate IKS into their science teaching”

    From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Greenall & Bailey, 2022

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Research works printed but not linked: 26

  1. Albuquerque, U. P. Ludwig, D. Feitosa, I. S. de Moura, J. M. B. Gonçalves, P. H. S. da Silva, R. H., … & Ferreira Júnior, W. S. (2021). Integrating traditional ecological knowledge into academic research at local and global scales. Regional Environmental Change, 21(2), 45. doi: 10.1007/s10113-021-01774-2 · DOI
  2. Armstrong, M. Kimmerer, R. W. Vergun, J. (2007). Education and research opportunities for traditional ecological knowledge. Frontiers in Ecology and the Environment, 5(4), 1– 3.
  3. Berkes, F. (1999). Role and significance of “tradition” in indigenous knowledge: Focus on traditional ecological knowledge. Indigenous Knowledge and Development Monitor, 7(1), 19.
  4. Coley, J. D. (2007). The human animal: Developmental changes in judgments of taxonomic and psychological similarity among humans and other animals. Cognitie, Creier, Comportament/Cognition, Brain, Behavior, 11(4), 733– 756.
  5. Eisner, W. R. Cuomo, C. J. Hinkel, K. M. Jones, B. M. Brower, R. H., Sr. (2009). Advancing landscape change research through the incorporation of Iñupiaq knowledge. Arctic, 62(4), 429– 442.
  6. Feinstein, B. (2005). Altering perceptions through Indigenous studies: The effects of immersion in Hawaiian traditional ecological knowledge (TEK) on non-Native and part-Native students. Canadian Journal of Native Studies, 25(2), 477– 490.
  7. Gadgil, M. Berkes, F. Folke, C. (1993). Indigenous knowledge for biodiversity conservation. Ambio, 22(2/3), 151– 156. PMC8035379 33566330
  8. Garrison, E. R. (1994). Transforming Biology Curriculum at Navajo Community College to Include Navajo and Western Cultural Knowledge. Journal of Navajo Education, 12(1), 18– 22.
  9. Ignas, V. (2004). Opening doors to the future: Applying local knowledge in curriculum development. Canadian Journal of Native Education, 28(1/2), 49– 60.
  10. Kellogg, J. Joseph, G. Andrae-Marobela, K. Sosome, A. Flint, C. Komarnytsky, S., … & Lila, M. A. (2010). Screens-to-nature: Opening doors to traditional knowledge and hands-on science education. NACTA Journal, 54(3)
  11. Kidman, J. Abrams, E. McRae, H. (2011). Imaginary subjects: School science, indigenous students, and knowledge-power relations. British Journal of Sociology of Education, 32(2), 203– 220. doi: 10.1080/01425692.2011.547306 · DOI
  12. McGregor, D. (2008). Linking traditional ecological knowledge and Western science: Aboriginal perspectives from the 2000 State of the Lakes Ecosystem Conference. Canadian Journal of Native Studies, 28(1), 139– 158.
  13. Michie, M. (2002). Why Indigenous science should be included in the school science curriculum [An earlier version of this paper was presented at the annual conference of the Australasian Science Education Research Association (32nd: 2001: Sydney).]. Australian Science Teachers Journal, 48(2), 36.
  14. Pickering, A. (2008). Against human exceptionalism. Paper presented at: a workshop on “What Does it Mean to Be Human?” held on January 25, 2008 of University of Exeter, UK. Retrieved December 16, 2021, from https://hdl.handle.net/10036/18873
  15. Reyhner, J. (2017). Affirming identity: The role of language and culture in American Indian education. Cogent Education, 4(1), 1– 7. doi: 10.1080/2331186X.2017.1340081 · DOI
  16. Ruef, J. L. Johnson, S. R. Jacob, M. M. Jansen, J. Beavert, V. (2020). Why STEM needs indigenous traditional ecological knowledge: A case study of Ichishkíin math. International Journal of Gender, Science and Technology, 11(3), 429– 439.
  17. Siebert, S. F. Belsky, J. M. (2007). Reflections on conservation education and practice in Bhutan. Journal of Bhutan Studies, 16, 83– 111.
  18. Simpson, L. (1999). The construction of TEK: Issues, implications and insights (Doctoral dissertation). Retrieved December 16, 2021, from University of Manitoba theses data base.
  19. Smith, M. R. (1982). Science for the Native orientated classroom. Journal of American Indian Education, 21(3), 13– 17.
  20. Smythe, W. F. Cady, S. L. (2009). Engaging Native Alaskan students and their community in local Hot Springs Research: A project designed to increase geoscience education. Paper presented at: George Wright Society Conference (Hancock, Michigan).
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  23. Vallée, J. (2018). Eurocentrism in the curriculum: A barrier to Indigenous student success. Vanier Academic Voices, 1(1), 8– 9.
  24. Voggesser, G. (2010b). The tribal path forward: Confronting climate change and conserving nature. Wildlife Prof, 4(4), 24– 30.
  25. Waiti, P. Hipkins, R. (2002). Cultural issues that challenge traditional science teaching. Paper presented at: Third Annual New Zealand Science Education Symposium, Massey University (Wellington).
  26. Zidny, R. Eilks, I. (2018). Indigenous knowledge as a socio-cultural context of science to promote transformative education for sustainable development: Insights into a case study on the Baduy community (Indonesia) 29.In Eilks, I. Markic, S. Ralle, B. (Eds.), Building Bridges across Disciplines for Transformative Education and a Sustainable Future, (pp. 249– 255). Aachen, Germany: Shaker Verlag.

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Authors
Greenall, R. F., & Bailey, E. G.
Affiliations
Brigham Young University (US)
Corresponding author
Bailey, Elizabeth G.
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2022-12-01
Volume
21
Issue
4
Pages
es6-es6
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.21-12-0340
PMC
PMC9727615
OpenAlex
W4301180095
Cited by
14
References
101
Citations by year
2026: 5 · 2025: 5 · 2024: 2 · 2023: 2
FWCI
4.85
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
traditional ecological knowledge, indigenous knowledge, undergraduate biology education, inclusive pedagogy, indigenous languages, holistic pedagogy, evidence-based teaching practices
MeSH terms
Biology, Humans, Research Personnel, Students, Knowledge

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