Knowledge Sovereignty and Research Ethics

Redefining Research: Indigenous Methodologies as Transformative Knowledge Production

Katie L. Kamelamela, Arizona State University, School of Ocean Futures, Native Hawaiian; Natahnee Winder, Simon Fraser University, Indigenous Studies, Tsaidüka (Duckwater Shoshone), Diné, Cui Ui Ticutta (Pyramid Lake Paiute) and Nuucic (Southern Ute); Nicholas Reo, Simon Fraser University, Indigenous Studies, Sault Ste. Marie Tribe of Chippewa Indians (Anishinaabe)

In this roundtable panel, we share how academics, community researchers, and knowledge keepers from Aoteorea/New Zealand, Canada, and Hawaii came together as a collective to engage in reciprocal learning and relational accountability to exchange Indigenous knowledge in regenerating land -and sea-tenure systems, land-based healing practices, foodways, storytelling, and ceremony for restoring Indigenous land titles with a focus on land/sea and more-than-human relations. Our approach embodies interdisciplinary-transdisciplinary in research activities and mentorship. Four Indigenous communities: Anishinaabek of the Baawiting and Bkejwanong regions of North America; Kanaka Maoli on Hawaii Island in Hawaiʻi; Māori from Whaingaroa and Te Matau-a-Maui coastal regions of Aotearoa; and Nuchatlaht First Nation on Vancouver Island came into on Aoteoroa in February 2024 to begin their initial relationship building to create a kinship network for knowledge mobilization. We come together to celebrate each other’s strengths, connections, and collective responsibility and heartwork focused on our respective homelands, waters, and communities. “Heartwork is the work that we, Indigenous scholars, do on behalf and with our communities not expecting or wanting any payback or rewards. It is selfless and passionate to help benefit those whom we hold close to our hearts (Minthorn, 2018).” We represent a learning constellation and family working together across the hemispheres building upon the practices of our ancestors and those who came before us through accumulated knowledge and shared learnings that Indigenous Peoples have done since time immemorial as land and water stewards. Through Indigenous methodologies (i.e., storytelling, ceremony, and photovoice), we share our unique creation story about how and why we’re conducting an Indigenous knowledge exchange to support others doing similar heartwork.

Transforming education of present and future chemicals risk professionals 

Dayna Rachkowski (MA), Dr. Maria Jose Athie Martinez, Noah Depner (MSc), Dr. Niiyokamigaabaw Deondre Smiles - UBC. 

Indigenous knowledge and perspectives are in deep connection to land, however the impact of pollution caused by chemicals affecting humans and more-than humans is defined without taking Indigenous expertise and interrelation to land into consideration. The project “All Our Chemical Relations” brings Indigenous innovation by orienting new solutions before the fact (chemical exposure and harm) looking at ways in which we can champion Indigenous knowledges and sciences to the forefront of chemicals management practices. Our project focuses on developing educational material for present and future chemicals management professionals with Indigenous expertise and decolonial approaches. This project is subdivided in 3 phases:  

1. Listening: Learning what type of education is needed from educators, scientists, Indigenous scholars, and Indigenous communities, via co-creation/focus groups and interviews. 
2. Creating: developing the educational material based on the listening phase.  
3. Piloting: Pilot educational materials in post-secondary courses or professional training programs, and making improvements based on feedback and observations.  

In this session we will present the preliminary findings of the 1st phase of listening and provide insight of our intended next steps, with an opportunity to gain feedback from those attending.

Transforming chemical risk with Indigenous knowledge

Linda Toulouse, TEK Elder; Caroline Recollect, TEK Elder; Mary Wemigwans, TEK Elders; Susan Chiblow, TEK Elders Helper

The Traditional Knowledge Elders are demanding a moratorium on the use of glyphosate in their territory. An Elder will share knowledge of the damage from this chemical and an Anishinaabe scholar will share a research project developed to assist with transforming chemical risk.

Designing Ethical Digital Timelines: Community-Governed Web Archives for Residential School Histories

Dr. Ahlam Bavi, Assistant Professor of University of Regina, William Desnomie BBS, DMS Cowessess FN IRS Project Director, Dodie Ferguson Cowessess FN IRS Researcher.

The learning outcomes of this session is based on understanding ethical access design, community governance in digital heritage, and the practical application of Traditional Knowledge (TK) Labels—are best served through an interactive workshop format that supports real-time feedback, collaborative reflection, and applied design activities.

Centering Indigenous Science and Ethics in Animal Research: Co Developing an Indigenous Ethics Framework

Rachel Empey, ECCC

Western wildlife research often relies on animal handling and tagging techniques to collect information on population size, movement patterns, behavior, and health. While these approaches can support conservation planning, co-management, population monitoring, and Indigenous Protected and Conserved Area (IPCA) proposals, many Indigenous Nations express discomfort with these invasive methods. Their concerns stem from Indigenous ethical responsibilities shaped by teachings of respect, reciprocity, and balance, as well as from spiritual connections with animal kin who offer profound wisdom, teachings, and guidance. Although existing frameworks such as OCAP® guide and advance data governance for human communities, they provide little guidance on how the inherent rights and wellbeing of non-human relatives must be respected and upheld in research that bridges Indigenous and Western sciences.

This project explores how an Indigenous animal care framework can be developed with guidance from a diverse group of Indigenous Knowledge Holders. This research is guided by cultural protocols, OCAP® principles, and ongoing consent verification from the Indigenous Knowledge Holders, who share authorship of this work. The findings will inform Animal Care Committees and support the Indigenous Science Division at Environment and Climate Change Canada in creating an ethical framework for animal care that ensures research respects the intrinsic rights and wellbeing of non-human relatives.

A Review of a Special issue of Ecology & Evolution on Indigenous Science and Practice: Trends, Themes, and Next Steps

Emily A. McKinnon, Access Program, University of Manitoba; Arley Muth, Ecology & Evolution

In 2024, we launched a call for a special issue of the open-access journal, Ecology & Evolution, that welcomed submission of papers using Indigenous Science, studies working in good ways with Indigenous communities, and research by Indigenous authors or communities. We recruited authors who had presented their work at the 2024 Turtle Island Indigenous Science Conference in Regina, SK. We received over 20 submissions and to date, published 15 papers. In this presentation, I will report on the geographic origins and affiliations for published papers and summarize the major themes in content and methods. Last, I will discuss challenges in the publication process. Submissions came from around the world; notably 50% came from Canadian teams. Many papers involved Indigenous knowledge holders as co-authors. Some studies were designed to address issues of concern to communities, for example, ecosystem recovery from fire. Others offered guidance to western science-trained academics on conducting research and developing policies in partnership with Indigenous communities. Several studies braided Indigenous and western science using conceptual frameworks such as ‘two-eyed seeing’. A challenge we faced in the publication process was finding available reviewers and associate editors who were knowledgeable about Indigenous Science. We encourage those interested in being part of the publishing process to connect with senior editors, who can provide mentorship opportunities. Overall, we found strong interest in publishing work incorporating Indigenous Science, and encourage authors to consider submitting to our now-ongoing special section, Indigenous Science and Practice in Ecology and Evolution.

Indigenous Perspectives on Genetically Modified Foods: Seed Sovereignty, Biodiversity, and Cultural Dynamics in Food Systems

Barbara Baidoo and Fatima Denton, United Nations University, Institute of Natural resources in Africa (UNU-INRA)

Although this session can address multi-conference streams, it directly addresses knowledge sovereignty and research ethics. It examines how GM food technologies impact Indigenous seed sovereignty, exploring the tensions that exist between corporate-driven agricultural solutions and traditional food systems. As climate change intensifies food insecurity, this research interrogates whether technological interventions can align with indigenous values of ecological stewardship, cultural identity, and holistic well-being, or if they further erode seed sovereignty and traditional knowledge systems.

This research engages with literature on food sovereignty (Abdul et al., 2024; Cadavid et al., 2024), indigenous rights frameworks including UNDRIP and the principle of free, prior, and informed consent (FPIC), and critical scholarship on agricultural biotechnology and corporate control. It builds on emerging African governance structures like the AfCFTA Protocol on Intellectual Property Rights while critiquing corporate-aligned initiatives such as AGRA. The study bridges theory and practice by emphasising indigenous initiatives in debates concerning agricultural futures.

Advancing Ethical Research through Mi’kmaw Values: Knowledge Sovereignty and Electro-Immobilization in Fish Tagging

Walter Brooks (Acadia University), Skyler Jeddore (Unama'ki Institute of Natural Resources) and Alanna Syliboy (Confederacy Of Mainland Mi'kmaq)

This presentation explores how Indigenous knowledge sovereignty and ethical frameworks can actively govern scientific research practices, moving beyond inclusion toward Indigenous authority in science. In alignment with the conference theme of Knowledge Sovereignty and Research Ethics, we present a case study from Apoqnmatulti’k (Mi’kmaw for “we help each other”), a research partnership guided by Etuaptmumk (Two-Eyed Seeing) in Mi’kma’ki (Nova Scotia, Canada) that brings together knowledge systems to understand ecologically and culturally significant aquatic species.

This presentation focuses on a key ethical decision within the partnership: the shift from chemical anesthetics to electro-immobilization gloves (e-gloves) for the surgical implantation of acoustic transmitters in fish. While acoustic telemetry is widely used in aquatic research, conventional surgical practices raise ethical concerns related to animal welfare, ecological impact, and food safety, concerns that are especially salient in Indigenous contexts where fish are relatives, teachers, and sources of sustenance. Importantly, e-gloves were adopted to uphold ethical and culturally accountable research practices, while also reducing handling time for the fish. This case study demonstrates how Indigenous ethical frameworks can shape not only research questions, but the tools, methods, and technologies used in scientific inquiry.

The Bridging Indigenous and Science-based Knowledge (BIAS-K) Web Portal

Steven Alexander, Fisheries and Oceans Canada, Bernard Picard-Friesen, Fisheries and Oceans Canada

The Bridging Indigenous and Science-based Knowledge (BIAS-K) Web Portal highlights environmental projects and case studies across Canada that bridge multiple ways of knowing. As a learning tool, the BIAS-K Web Portal helps to make key information accessible from published case studies and community-led projects. The initial set of over 250 case studies included were identified through systematic literature reviews for each of the following environment types: (i) Coastal-marine; (ii) Freshwater ; and (iii) Terrestrial. The Web Portal was developed by Fisheries and Oceans Canada with the vital collaboration of Indigenous Peoples and federal colleagues.

This presentation will provide an overview of the BIAS-K Web Portal and draw on it as an illustrative example to explore research ethics in practice. Specifically, we will share the experience of a two-year collaborative design and validation process. This process, launched in 2023, aimed to develop a platform that reflected important Indigenous values, needs, and concerns identified by participants. Moreover, it ensured that the development process of BIAS-K demonstrated the Canadian government’s commitment to reconciliation with Indigenous Peoples.

During this session participants will learn how we can apply principles of Ethical Space to the development processes of technical tools. This ensures not only that Indigenous values and priorities are represented in the resulting products, but also that institutions evolve to better practice collaborative development.

Shifting the Paradigm in Post-Secondary Science Classrooms: An Illustration of how Indigenous Science Meets Western Science at Carleton University 

Kahente Horn-Miller and Rowan M. Thompson, Carleton University

In 2021, the Collaborative Indigenous Learning Bundle Indigenous

Sciences | Shifting the Paradigm in Western Science was created to address the recognized need for teaching about other perspectives on science. As a collaboration between the Faculty of Science and the Office of the Associate Vice President (Indigenous Teaching, Learning, and Research), this presentation on this Bundle engages with Stream two, Knowledge Sovereignty and Research Ethics. The Bundles is a resource for instructors and a learning tool for students, providing a factual and theoretical basis for understanding Indigenous Science. 

The Bundle emphasizes the importance of how Indigenous Science and Traditional Knowledge relates to our understanding of the world around us. It enables the educator to move beyond the western paradigm in science education by fostering learning opportunities focused on critical thinking, self-awareness, and flexible mindsets with respect to scientific understanding and advancement. It is designed to offer valuable teachings and reflections for any student who aspires to lead, change, or contribute to their scientific community in the future. This presentation will discuss what underscored the collaboration, how the Bundle was developed and how it is used in classrooms.

Finding Good PATHS: Building Relationships to Support Teaching/Learning Activities in the Engineering Classroom 

Naomi Paul and Mary Robinson, University of Waterloo 

Through this session, participants will learn about the efforts being made across Canada to change how engineers are educated and incorporate traditional ways of knowing in a good way through PATHS (Preservation of Ancestral Technological Heritage and Science). By participating in one of the activities developed for the engineering classroom, session participants will experience the relationship between Indigenous and non-Indigenous colleagues and share their perspectives.

The Honourable Harvest of Knowledge

Claire Kemp (University of Guelph), Nadine Perron (Magnetawan First Nation), Samantha Noganosh (Magnetawan First Nation), Allyson Menzies (University of Calgary), Jesse Popp (University of Guelph)
 

As researchers, we actively participate in the exchange of knowledge every day. When working across knowledge systems, it is important to ensure that the methods we use for knowledge and data collection are culturally appropriate. This is especially important when research 'data' involves the knowledge and lived experiences of our human and non-human relatives. Using guidance from the principles of the Honourable Harvest, we reframe the seemingly extractive process of 'data collection' as the gathering of knowledge to facilitate doing research in a respectful, reciprocal, and relational way

Challenging Chemistry Student Values: Piloting an Assignment on Contaminants, Policy, and Ktunaxa Ways of Knowing

Noah Depner, UBC

When engaging with Indigenous knowledge, Western-trained scientists often focus on elements that they view as 'valid' or those that they feel can be 'confirmed' by Western science. This approach is a product of unconscious value hierarchies, where Western science is thought of as the most valuable (Stein et al. 2024). This can lead to communication breakdowns in community engagements, where outside scientists fail to meaningfully engage with community concerns (Eckert et al. 2022). One innovation in science education that may help challenge these hierarchies is guiding students through critical self-reflection as they engage with voices from Indigenous communities.

The Ktunaxa Nation (Kootenay, BC) has experienced these issues as they deal with ongoing mining issues in Qukin ʔamakʔis (Morris et al. 2022). In collaboration with Ktunaxa, we (a team of settler chemistry educators) developed a three-part assignment for a third-year chemistry communications course that aims to challenge student value hierarchies. Students write a policy brief, learn about two-eyed seeing, watch interviews with Ktunaxa Knowledge Keepers, and complete reflection activities. We engaged students in the affective domain of learning (Muzyk et al. 2017), guiding them through learning about Ktunaxa values, critically reflecting on personal value hierarchies, and committing to future actions based on these modified hierarchies. Through a qualitative analysis of student submissions, we were able to see how far students moved through this learning process.

In this presentation, I outline the assignment, describe the process of developing it reciprocally and relationally with Ktunaxa (Horsethief et al. 2022), and present ideas for engaging students in critical reflection. Attendees will learn how to design reflection exercises centred in the affective domain, how these exercises can be scaffolded in a science course, and how they can observe changes in student value hierarchies.

Incorporation, Inclusion, or Extraction? Investigating how Western Scientists talk about Indigenous Knowledge

Michelle Huang (UBC)

In recent years, there has been conversation on the intersection of Indigenous and Western science, with Western scientists often looking to “incorporate” or “use” Indigenous knowledge in their research. Although motivated by good intentions, this kind of language can be harmful and reflective of colonial or extractive mindsets.

This project investigates how scholars discuss Indigenous knowledge in the contexts of Western science, and the ways in which the language they use may be harmful. Through a thematic analysis of literature engaging with both Indigenous and Western science, we uncover the subtle, colonial language that is often used when defining Indigenous knowledge and ways of knowing.

In this presentation, we will present the scope, methods, and pre-liminary findings of this project, in hopes that we may elucidate the subtle ways in which scholars continue to perpetuate prejudiced and colonial perspectives. As we bring Indigenous science and innovation to the forefront of research, Western scholars must reflect on the colonial narrative that they unintentionally paint through the oppressive language used in their research.

Our Way to Wellness: Approaches for Conducting Research in a Good Way with the Metis Settlements

Iain McInnis, Cody Alba, University of Alberta

Background: Research practices with Indigenous communities in Canada have been harmful, necessitating culturally grounded approaches that center community control. This study, conducted through a Community-based Participatory Research partnership, aimed to capture Metis Settlement members’ perspectives on appropriate practices for conducting and sharing research in their communities. The Metis Settlements of Alberta are the only land-based Metis communities in Canada. They possess a unique self-governance structure and distinct cultural identity.

Methodology: A research leadership committee comprised of Metis Settlement members guided all aspects of the research and ensured control and autonomy were situated within the Settlements. Employing a convergent parallel mixed methods design, we gathered data through qualitative interviews and quantitative surveys with Metis Settlement members. Qualitative analysis followed Braun and Clarke’s six-step reflexive thematic analysis, while survey data analysis employed descriptive statistics.

Results: Five key themes generated: (1) presence in the community, (2) humility in research approaches, (3) benefits to the Settlements, (4) honoring Metis Settlement history and culture, and (5) upholding Metis Settlement data sovereignty. While sharing elements of other Indigenous research protocols, members described a distinct, Settlement-specific framework. Participants emphasized that researchers should be physically present in the Settlements to learn directly from members. They also highlighted the need for researcher accountability through clear timelines, follow-through on commitments, and community-led evaluative reporting. Participants described a Settlement-specific model of data sovereignty in which aggregate data are stewarded by their collective government while individual Settlements retain control over their own data, balancing collective benefit with privacy and self-determination.

Conclusion: Our findings demonstrate the importance of a distinctions-based approach when codeveloping research protocols with Indigenous communities. This work underscores the distinct culture, identity, and governance structure of the Metis Settlements, affirming that a tailored framework is required to ensure that research aligns with their worldviews and community priorities.