Guest post by Brian Ingalls, Applied Mathematics (bingalls@uwaterloo.ca)

Indigenous Science was in the news last month. The Globe and Mail reported on the Ford government’s decision to remove Indigenous Science content from the elementary school curriculum. This move was criticized by those who view the weaving of Indigenous knowledge systems into mainstream education as key to Canada’s reconciliation efforts (e.g. the Anishinabek Nation). But support for the decision was voiced by those who don’t see the value of Indigenous Science coverage. (The comments on that Globe and Mail article are a stark illustration of the variety of attitudes on the topic.)

The disparity in opinion no doubt stems partly from uncertainty about the term Indigenous Science. Exploring this concept was the focus of the Turtle Island Indigenous Science Conference held at the University of Manitoba in June 2022. (Turtle Island is the name used by many First Nations for what is also called North America.) The conference brought together Indigenous and non-Indigenous scholars to discuss the interplay between Indigenous knowledge systems and mainstream (Western) Scientific methods of knowledge production. This discussion is long overdue: throughout the European occupation of the Western hemisphere, the colonial agenda has been served by suppressing and minimizing Indigenous peoples and their cultures, including their deep knowledge of the natural world.

The conference subthemes included Indigenous languages, Traditional medicine and health, Two-eyed seeing, STEM education, and Engagement with the land and the environment. The strongest direct overlap between mainstream Science and Indigenous knowledge is in the environmental sciences and ecology, but there is broader value in exploring Indigenous ways of knowing as alternatives to the Western epistemology that underpins mainstream Science. These approaches differ in important ways. For instance, the Western mindset considers humanity as separate from the natural world; this contrasts with the many Indigenous cultures that view humanity on an equal footing within a network of relations that make up the environment.

So, what does all this mean for teaching and learning in the Math Faculty at Waterloo? To begin, as members of the Canadian settler state, we can educate ourselves and others about the historical and ongoing colonization efforts of the Canadian government (including the history of the Haldimand Tract, on which Kitchener-Waterloo is located). We can listen to and raise up Indigenous voices. We can support Indigenous efforts and vote in support of Indigenous communities.

As educators, we can work towards improving educational outcomes for Indigenous youth. The Truth and Reconciliation Commission (TRC) issued specific calls to action on education. Among other goals, these aim to (i) close the long-term deficit in funding of Indigenous K-12 education, (ii) provide culturally-relevant curricula (including support of instruction in Indigenous languages), and (iii) educate all Canadians about the history of repression by the Government of Canada. TRC call #11 addresses the lack of funding to support Indigenous students seeking post-secondary education. UW initiatives toward these goals are organized by the Office of Indigenous Relations and FAUW.

As members of the STEM community, we can work to increase representation of Indigenous peoples in STEM, and to decolonize science by broadening our understanding of how and why knowledge is sought and used. The current climate crisis makes it clear that Western approaches to knowledge are ill-equipped for maintaining human prosperity over the long term. Valuable insights can no doubt be gained by combining Indigenous knowledge with mainstream STEM practices.

And what about Math, specifically? We can work to incorporate culturally responsive content into mathematics curricula. This is another area where the Ford government is reversing previously made commitments. And while the provincial government is taking a step backwards in these efforts, other levels of government are moving forward. The federal Environment and Climate Change agency has recently formed their first Indigenous Science division, led by Anishinaabe environmental advocate Dr. Myrle Ballard (who spoke on flood mitigation at the Turtle Island conference). Initiatives such as this can lead to a more inclusive scientific knowledge base, a more responsible approach to applied science, and ultimately a more just society.