Weaving Indigenous science into the classroom

The Faculty of Science at the University of Waterloo is dedicated to amplifying Indigenous histories and cultures, driving the initiative to transform science education by weaving Indigenous and Western scientific teachings into the classroom.

Leading this initiative are Savannah Sloat, Manager of Science Indigenous Initiatives, and Kirsten Müller, Chair of the Biology department, who have redesigned an old biology course to include Indigenous knowledge frameworks for an inclusive educational experience.

For Müller, redesigning the course was a natural extension of her dedication to equity, diversity, and inclusion, a commitment reflected in her establishment of the Biology EDI committee at the beginning of her term as chair. With her PhD in botany and a deep respect for Indigenous knowledge systems, she worked closely with Sloat to create a curriculum that embraced Indigeneity.

The redesigned BIO 225: Plants and Civilization creates a bridge between Indigenous pedagogies and Western science to demonstrate how the two systems complement each other. While both are rooted in observation, driven by curiosity, and emphasize replicability, Indigenous science operates in a relational framework, relying on oral traditions for knowledge transmission rather than text-based reporting.

The focus is to teach students the benefits of both systems and demonstrate how they complement one another. Central to achieving this objective is Braiding Sweetgrass by Robin Wall Kimmerer. This text intertwines Indigenous wisdom with Western scientific principles and guides students through exploring the two knowledge systems.

By co-teaching the course, Sloat and Müller create a learning environment that moves beyond traditional lectures and embraces Indigenous pedagogies, like the weekly circle. In Circle, students participate in thoughtful discussions with each sharing their views on the week’s topic. It is a practice grounded in Indigenous traditions.

“I feel almost giddy after Circle,” Müller says. “Watching our students form deep connections with the course themes, including sustainability, reciprocity and gratitude and actively listening to their classmates has been so rewarding.”

“Students have fully embraced the traditions of Circle,” Sloat says. “It has helped them build connections with one another and made them feel part of a community, while also improving their active listening and public speaking skills.”

This effect transcended into how students approached class assignments. One assignment tasked them with writing a territorial acknowledgement, inspiring fourth-year Psychology student Marina Mendonca to write a heartfelt poem that she has now presented at a biology departmental meeting and will be presenting at Co-operative Education’s upcoming business committee meeting. 

Students have also proposed new names for the course that will be brought forward for approval in the future, including Plant Knowledge and Practices: From Indigenous and Western Science Perspectives.

The impact of this course has stretched far beyond its students, and even Waterloo. Müller and Sloat have presented this initiative to the Canadian Council of University Biology Chairs annual meeting, with 32 department chairs in attendance. From this, they have been invited to speak at UBC Okanagan to share their expertise on integrating Indigenous science into the biology program.

“There is a lot of interest,” Müller says. “But also, there is uncertainty from biology chairs about how to implement this model of learning effectively. We are using this course as an example for academics across Canada.”

“This course has demonstrated that meaningful collaboration is key to Indigenization,” Sloat says. “I think of it like the Two Row Wampum agreement which shows us how to be in relation with one another. This is a collective responsibility and a journey we embark on together.”

As the course continues to gain attention, it’s clear that it’s not just about plants and civilization, it’s about redefining how science is practiced. By teaching through diverse perspectives, the course is preparing the next generation of scientists to utilize an inclusive approach to research and scientific discovery.