Source: Annamarie Hatcher and Cheryl Bartlett, Cape Breton University, Nova Scotia, Canada Albert Marshall and Murdena Marshall Mi’kmaq Nation Elders, Nova Scotia, Canada
Focus: Teachers and researchers
Summary: This article outlines concepts and approaches for teaching Integrative Science (in Mi’kmaq:Toqwa’tu’kl Kjijitaqnn) using the guiding principle of Two-Eyed Seeing, and it discusses challenges that need to be overcome. This discussion is based on the almost 10 years of experience delivering Integrative Science to students at Cape Breton University. Integrative Science is the inter-face between Indigenous Sciences (at Cape Breton University guided by eastern Canadian Mi’kmaqtraditions) and Western Sciences where one does not have to relinquish either position but can come to understand elements of both. Western scientists seek to understand how the Universe works. The basic premise of Indigenous Sciences is participating within nature’s relationships, not necessarily deciphering how they work. The Two-Eyed Seeing approach used in Integrative Science seeks to avoid knowledge domination and assimilation by recognizing the best from both worlds.
Integrative Science in the classroom relies on a holistic trans-disciplinary curriculum firmly based in place. Crucial elements include a co-learning philosophy, connection with culture and community, a psychologically safe classroom, and Aboriginal pedagogy.