Indigenous science

Indigenous knowledge engaged with the scientific method

Indigenous science is the application and intersection of Indigenous knowledge and science. This field has been around for centuries, based on careful observation of the environment, and through experimentation. It is a holistic field, informed by physical, social, mental and cultural knowledge.[1] When applied to ecology and the environment, it can be sometimes termed traditional ecological knowledge.[2][3][4] Indigenous science involves the knowledge systems and practices of Indigenous peoples, which are rooted in their cultural traditions and relationships to their indigenous context. There are some similar methods of Western science including (but not limited to): observation, prediction, interpretation, and questioning.[5] There are also some areas in which Western science and Indigenous science differ. Indigenous knowledge is place and case-specific and does not attempt to label or generalize natural processes.[6] Western science strives to find commonalities and theories that can be applied to all areas, such as Newton’s Laws of Physics. This is because most Indigenous knowledge stems from the relationship humans have with their environment, which is passed down through stories or is discovered through observation.[7] Western knowledge takes a different approach by isolating targets to study, splitting them from their surroundings and making sets of assumptions and theories. Community is a larger aspect of Indigenous science, and conclusions are shared through oral tradition and family knowledge, whereas most Western science research is published in a journal specific to that scientific field, and may restrict access to various papers.[7]

Many times, these differences in approaches, along with the violent and traumatic history of oppression caused by colonizers, have led to a culture in which European and American scientists and academics devalue or overlook the findings and knowledge of Indigenous peoples.[8][9] The field of Indigenous science cannot be separated from the history of colonization, as science and research have been weaponized against Indigenous people for centuries, used to label Native people as “primitive” or to justify the massacres and land theft.[10] Many researchers forced themselves into Native spaces and profited off of their knowledge, rewriting Native peoples’ experiences and history.[11][12] This tumultuous history informs the field of Indigenous sciences.

Higher recognition and advocacy of Indigenous people in the 21st century has increased the visibility of this important field.[13] There has been a growing recognition of the benefits of incorporating Indigenous perspectives and knowledge, particularly in fields such as ecology and environmental management.[14][15]

## Oral traditions in Indigenous science

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Indigenous knowledge and experiences are often passed down orally from generation to generation.[16][17] Indigenous knowledge has an empirical basis and has traditionally been used to predict and understand the world.[18][19][20] Such knowledge has informed studies of human management of natural processes.[1][21]

This oral knowledge is embedded in songs and dances, which allows for accurate information to be passed down for centuries as songs and dances are easier to remember, and harder to change than spoken stories. It is important to understand that oral histories are not fairy tales or legends, but have arisen through intense observation and are a critical part of Indigenous culture.[22][23]

For instance, in Australian aboriginal tribes, oral traditions are a key tool for passing information of geological events. One recent application was the discovery of the Henbury Meteorite site, as songs and dances from various aboriginal tribes marked when and where the meteorite touched down, while no Western people had been able to determine its placement. Oral storytelling is also used to map ocean levels after the most recent ice age, and is used in astronomy, ecology, and agriculture.[8][23][24]

## In ecology

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Main article: traditional ecological knowledge

Culturally modified trees (CMTs) are when resources from a tree are used in a way that does not kill the tree itself. Illustration of fish weir, designed to guide salmon in the enclosure to be hand selected as a way to manage the salmon population to ensure healthy runs the following year.

Indigenous science is related to the term "traditional ecological knowledge" or "TEK" which is specific category of Indigenous science that applies to the natural world, usually focused on agriculture, sustainability and wildlife.[25]

The study of ecology focuses on the relationships and patterns between organisms in their environment.[26] TEK is place-based, so the information and understanding that is applied to this field from Indigenous groups is context-dependent.[27] One example of such work is ethnobiology which employs Indigenous knowledge and botany to identify and classify species.[28] TEK has been used to provide perspectives on matters such as how a declining fish population affects nature, the food web, and coastal ecosystems.[29]

Indigenous science has helped to address ecological challenges including the restoration of salmon,[30] management of seabird harvests,[31] outbreaks of hantavirus,[32] and addressing wildfires.[33] As well as in ecology, Indigenous knowledge has been used in biological areas including animal behaviour, evolution, physiology, life history, morphology, wildlife conservation, wildlife health, and taxonomy.[34][35][36]

## Place based sciences

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Indigenous science may offer a different perspective from what is traditionally thought of as "science".[37] In particular, Indigenous science is tied to territory, cultural practices, and experiences/teachings in explicit ways that are often absent in normal scientific discourse.[38]

Place based Indigenous science also is common outside of the academic sphere. Climatology scientists in Alaska and the Artic commonly work with traditional knowledge (Qaujimajatuqangit) among the Inuit when studying long-term changes in sea ice, along with studying other aspects of biology.[39][40] In the Canadian Arctic, large data organizations like the Inuvialuit Settlement Region Online Platform, Marxan, and Nunaliit Atlas Framework inform marine and coastal management practices by using Inuit knowledge.[41] Many times, this information is passed down in Inuit communities by generation using oral tradition and informs the communities on harvesting, hunting, traveling, and living on the land.[42] This information may apply to decisions on conservation of harvesting sties and mating sites of various animals in the Artic. Inuit knowledge of these areas includes seasonal variations, ecological dynamics, wind direction, and ice dynamics. This knowledge has been gained through historical memories, family and community relations, place names, and open water or sea ice routes.[43]

Place names are an especially important part of many different Indigenous groups, and are important for ecological knowledge.[44] In Inuit communities, place names indicate group knowledge, memories, experiences and observations of the area. One example is Salliq, an island east of Igloolik. This name can be used to explain that it is the furthest island from the mainland, and contextualizes the island in reference to its surroundings.[43] Place names are also common in Kānaka Maoli culture, or Native Hawaiian culture.[45] One example is the naming of mountains and craters. Halemaʻumaʻu is a crater on Hawai’i and means "House [surrounded by] ʻamaʻu ferns." This name is tied both to ecology, and to oral histories of the Kānaka Maoli, as it tells of a battle between two supernatural beings - Pele and Kamapuaʻa, but also describes that this crater is home to the largest tree ferns on the island.[46][47]

## Education

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Collaboration between Indigenous communities and research scientists can be seen in Indigenous-led projects and community work enacted as a starting point for the collaborations.[48] This collaboration has steadily been increasing, one reason being higher education, especially at Tribal Colleges and Universities (TCU).[49] Many TCUs offer associates degrees, while 19 offer a bachelor’s degree and 3 universities offer a masters (Haskell Indian Nations University, the Institute of American Indian and Alaska Native Culture and Arts Development, and Sinte Gleska University).[50] TCUs were created to give American Indian and Alaska Native students education, but students from other demographics can attend as well. There are many barriers to higher education, especially for historically marginalized and underrepresented groups.[51] TCUs are a way to overcome these barriers. These universities are usually located close to reservations and serve low-income students, allowing easier access to higher education. They are critical for making education accessible to Native Americans.[50] TCUs also provide an important platform for scientific advancement and action, as Haskell University hosted their first symposium on climate change in November, 2024. This event connected Haskell students and professors with individuals from larger public and private research universities, such as University of Kansas, University of Missouri-Kansas City, UCLA and Harvard.[52]

## Indigenous technologies

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The definition of technology is "the application of scientific knowledge for practical purposes, especially in industry.".[53] Examples of Indigenous technologies that were developed for specific use based on their location and culture include: clam gardens, fish weirs, and culturally modified trees (CMTs).[54] Indigenous technologies are available in a wide range of subjects such as: agri\- and mari-culture, fishing, forest management and resource exploitation, atmospheric, and land based management techniques.[54] Chaco Canyon is an example of land-based Indigenous technologies which show keen insight into the scientific and mathematical underpinnings.[55]

### Technology by area

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#### The American Southeast

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Agriculture in the southeast was based on a mixed-crop, shifting cultivation system[56] growing corn, beans, and squash together in the same mounds; an inter-cropping system known as the three sisters.[57] In this horticultural technique, each plant offers something to the others, thus improving the crop yield. Corn is a high-caloric food, supported by the beans, which provide nitrogen from nitrogen-fixing bacteria that live on their roots, and squash provide ground cover (suppresses weeds and keeps soil moist).[57] Other crops incorporated in the inter-cropping system included sunflowers or grains like barley or maygrass.[58]

## Notable scholars

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* Nancy C. Maryboy
* Karlie Noon
* Lydia Jennings
* Ian Saem Majnep
* Robin Wall Kimmerer

## References

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