Essential Understandings for Non-Indigenous Science Educators when Incorporating Indigenous Knowledge and Ways Of Knowing

Historically, Indigenous Native American voices have been silenced and disregarded as a result of the US’ colonial history. Educators are in a unique position that allows us to begin healing from this past through equity and inclusion which studies show are essential to success for students in school and beyond. While many teachers acknowledge the importance of including Indigenous Knowledge in curricula, they lack the support and resources for how to start. This capstone aims to answer the question: What insights are necessary for non-Indigenous educators when incorporating Indigenous knowledge into climate change curricula? The final project is designed as a self-guided professional development for non-Indigenous science teachers, focused on increasing representation through the use of Indigenous Knowledge in science curricula. It uses guided questions to ask educators to reflect on personal biases, expand their knowledge of Native American culture and history, and begin the process of increasing Native American representation in science curricula. There is power in acknowledgement and there is power in visibility. As educators, we have the ability to leverage this in our classrooms, creating a safe and inclusive environment for all our students.