An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

Abstract

Indigenous students are underrepresented in science, and the exclusion of Indigenous knowledge from Western education may be a contributor. Recently, Indigenous and non-Indigenous researchers have called for a better integration of Indigenous knowledge systems into Western science. One suggestion from the literature is to integrate Traditional Ecological Knowledge (TEK), or the diverse intimate knowledges and practices that relate to the environment that are commonly held by Indigenous peoples around the world, into our classrooms. However, this approach can be daunting and unfamiliar for undergraduate biology instructors, and they may be hesitant to attempt to include TEK in their class-rooms. In this essay, we summarize practical suggestions and caution from the literature on how to include TEK in biology courses for instructors who are interested in increasing Indigenous student belonging using this approach. Suggestions include exploring other ways of knowing, teaching holistically, establishing a classroom culture of respect, explicitly including TEK, consulting Indigenous experts, incorporating Indigenous languag-es, and using other evidence-based teaching practices. Implementing these practices in biology classrooms may be messy, but engaging in this difficult process is important as we strive for more inclusivity in biology education. We end the essay with suggestions for future research.