Teach Indigenous knowledge alongside Science

Abstract

Cnflict has grown around Indigenous knowledge in education policy. There has been growing acceptance of the value of Indigenous knowledge for promoting ecological resilience, transformational approaches in stewardship, and cultural renewal within global fora such as the Intergovernmental Panel on Climate Change. However, despite increasing acceptance at a strategic high level in science-informed policy, there is often a lack of wider acceptance, application, and policy protections of Indigenous knowledge transmission in more local settings, including opposition by some scientists. We argue that Indigenous knowledge can complement and enhance science teachings, benefitting students and society in a time of considerable global challenges. We do not argue that Indigenous knowledge should usurp the role of, or be called, science. But to step from “not science” to “therefore not as (or at all) valuable and worthy of learning” is a non sequitur, based on personal values and not a scientifically defensible position.