Keynote and Plenaries

In this talk I explore the relationships, potentials, and pitfalls between Native North American thought, decolonial theory, and the epistemic form which science has taken under the aegis of the Eurowestern colonial project. I argue that there is a significant lacuna of Eurocentrism and imperialism when we think of the dominance which this specific modality of science has gained in the modern world-system. Further, this Eurocentrism causes both scientists and science scholars (philosophers, sociologists etc.) to frequently overlook, in the best case, or to disregard, in the worst case, the diverse epistemologies, ontologies, and critical theories of non-European cultures. By examining the historical and philosophical roots of Eurowestern science within the expansion of European colonialism across the globe, I highlight the specific forms of epistemic violence and injustice which have been the unspoken underside to scientific rationality. Drawing on various influences while engaging with decolonial theorists, I call for a more inclusive approach that values other modes of analysis and systems of critique. As such, I argue for a decolonial path that integrates scientific categories with Indigenous and other non-European perspectives, emphasizing the need for a pluralistic and inclusive approach to understanding and transforming the world.

The new Indigenous Innovation and Leadership in Research Network Grants, funded through a Budget 2024 investment, place Indigenous leadership at the forefront, piloting new and more flexible approaches suited to Indigenous organizations. This 2025 competition reflects a broader, systemic strategy — the tri-agency plan to support Indigenous research and research training in Canada. The new program is explicitly rooted in recognizing Indigenous knowledge systems — ontology, epistemology, methodology — as valid, authoritative, and integral to research. It also challenges the siloing of research, encouraging wholistic, interdisciplinary, and cross-sectoral collaboration, spanning social sciences, humanities, natural sciences and engineering, health, and wellness — as defined by Indigenous communities themselves. The funding structure is staged to provide scaffolded support for Indigenous organizations and institutions that are new to the granting process, eventually enabling sustained, long-term Indigenous-led research networks. Only Indigenous organizations are eligible to administer this funding – allowing us to learn from these partners about how we may further adapt our systems to better respect Indigenous protocols, worldviews, and perspectives on research, recognizing that Indigenous communities are at the forefront of transformative research and practice. Within the context of Canada’s federal research funding agencies, we are seeing Indigenous Nations define what counts as science on their own terms. This includes revitalizing ancestral knowledge, designing methodologies grounded in land and territory, and advancing relational and ethical frameworks, such as those that emphasize reciprocity, accountability, and governance led by communities. This panel will present the Indigenous-led process that is leading to innovation in peer review, sharing lessons learned and inviting audience questions and input.

The overall goal of this project is to implement a teaching and learning system based on an Indigenous Learning Circle methodology to better enhance student learning in STEM courses during lecture and tutorials. Learning Circles will provide students a chance to participate in relational and reciprocal learning, which is sometimes overlooked in traditional didactic lectures or tutorials. In turn, students will foster critical thinking skills, problem solving skills, increased engagement, and community building. This session will share the results of our study on the effectiveness of Indigenous Learning Circles in fostering deep student learning and community building that goes beyond traditional classroom instruction and engages with Indigenous learning principles. During this session will share the methods, implementation, and potential uses of Indigenous Learning Circles across STEM disciplines.  

Ancestors were Astronomers. They had developed a system to study the celestial motion of stars and planets over very long periods of time. This study uses geo-referenced high spatial-resolution aerial photography, best available data elevation models, tailored ray tracing method including atmospheric extinction as well as local ancestral knowledge to reveal the astronomical purpose and astronomical alignments in two stone circles sites: the Bighorn medicine wheel in Wyoming and Iniskim Umaapi(Majorville) in Alberta. Results are presented to alleviate any possible doubts about the sites' being ancient horizon-based observatories. The sites include 1) an evolving stellar compass and celestial grid for precise geo-referencing and measures of the precession cycle over thousands of years, 2) a system tracking the planets' periodic motion, and 3) a cosmological model. During this presentation, I will show how modern techniques can be used to date the sites using astronomical alignments. The estimated dates are matching strong climatic events from the past that could explain the departure of the operators from the sites. The design of all the alignments and adjacent structures allow for an astronomical interpretation of the sites' function enabling to estimate the period of use which spans thousands of years.

The Canadian Nuclear Safety Commission (CNSC) is committed to engaging with indigenous nations and communities (IN&C) across Canada wherever nuclear-based activities are taking place.  For several years, our Independent Environmental Monitoring Program (IEMP) has conducted field sampling in collaboration with IN&C partners near licensed nuclear installations. We collect several environmental sample types for analysis (such as water, soil, vegetation) and we focus our efforts on analytes that are both scientifically significant, and important to the community and our partners.  This joint presentation between the CNSC Lab and Curve Lake First Nation (CLFN) will highlight some of the outreach efforts being made. When samples leave the field, they are sent to the CNSC Lab for analysis. Our IN&C partners may be familiar with the field sampling or engagement teams, however they may not be familiar with the lab that analyzes the samples. The lab has historically been a “black box” where samples enter from the field, and months later, a report emerges with analysis results. The CNSC Lab has recently developed an interactive tour tailored to show the steps in the analysis process for three key sample types to help make the analysis process more transparent.  We have invited questions and collaboration, and have a specific example to discuss together with CLFN where we changed our sample preparation procedures based on our collective interactions.  This is an early attempt to create a space where traditional practices will become part of our lessons learned. To build on this, the CNSC Lab is offering the new tour, with space for Nation-specific discussions, as a key part of inviting IN&C to our site to continue growing our relationships.  We piloted this program with CLFN in 2025 and have had several expressions of interest from Nations to attend the tour in the next two years.