A journey of partnership: Supporting Indigenous science in Western, colonial-grounded academic institutions

Abstract

Introduction Engagement of Indigenous science (Indigenous research, knowledges, and processes) is increasingly recognized within institutions of higher learning, funding bodies, and publication outlets. Respectful and authentic support for Indigenous science requires transformations of Western, colonial-grounded knowledge and knowledge processes, bodies, and institutions to meaningfully and appropriately include Indigenous ways of knowing, being, and doing. Objective The objective of this study was to identify fundamental changes required to support Indigenous science within Western, colonial-grounded academic institutions focusing on “Identity and Colonial Institutions”. Methods In 2019, a three-day gathering of 18 Indigenous and non-Indigenous researchers and trainees, Elder/knowledge helper/knowledge keepers, and community members was held in Treaty 1 territory and birthplace of the Métis Nation. Through talking circles, participants shared their experiences working with Indigenous communities on projects involving Indigenous knowledges. Results Thematic analysis drew meaning from the talking circles, identifying four main themes: 1) Building Bridges; 2) Institutional Practice; 3) Original Knowledges; and 4) Multifaceted Identity. Focusing on “Identity and Colonial Institutions” stemming from these themes, recommendations for supporting Indigenous science were identified around four central actions: 1) Embedding respectful and authentic support; 2) Acceptance, endorsement, incorporation, and education among the broader research community; 3) Prioritizing and valuing Indigenous research, knowledges, processes, and contributions; and 4) Privileging of multiple worldviews. Conclusions Institutions, funding agencies, journals, and all individuals, organizations, and entities involved in research are encouraged to enact these recommendations and take action to support Indigenous science.