Challenging Western Ways of Knowing to Improve Student Sustainability Skills

To address environmental issues, a need exists to acknowledge and privilege diverse ways of knowing. In academic circles, “epistemology” describes how define and acquire knowledge. In Western research, peer-reviewed science is often perceived as the best way to gain knowledge, while the contributions of Indigenous knowledge—a different epistemology—may be diminished. This constructed hierarchy of knowledge is perceived as problematic given that knowledge of the environment predates current scientific methods and that Indigenous knowledge provides a holistic lens on environmental issues. The authors assert that transformative learning is a useful approach to sustainability education because environmental issues might best be addressed by acknowledging various epistemologies. The highest degree of transformative learning, called “epistemological stretching,” encourages learners to question their own epistemologies. Moreover, this epistemological stretching can facilitate the inclusion of and engagement with Indigenous knowledge in sustainability education. This study explored students' epistemological stretching during a graduate sustainability program.

This study took place at University of Saskatchewan. Participants had taken a graduate seminar called “Multiple Ways of Knowing in Environmental Decision-Making.” Students undertook four assignments: 1) a natural history journal, 2) writing responses, 3) leading seminars for their peers, and 4) writing a synthesis of the journal and responses assignments. These assignments required that students think deeply about the course material, spend time in a specific spot in nature, and engage with Indigenous knowledge holders through readings with deep analysis and discussion. To gather data on the outcomes of the course, the researchers held in-depth interviews with eight former students of the class. Among these participants, one identified as Indigenous, two had previous working experience with Indigenous knowledge, and the remaining five had conducted research with Indigenous knowledge holders since taking the course. Then, the researchers analyzed the interviews using iterative cycles of interpretation.

The researchers identified four ways that epistemological stretching transformed participants through: 1) reconceptualized relationships 2) deconstructed power and epistemic hegemony, 3) bridged worldviews and 4) validated previously held views.

The first theme, a new understanding of relationships, was demonstrated when participants described feeling that the non-human elements in nature had more consciousness, inter-connectedness, and agency. This feeling was unsettling for many of the students, but they also described it as exciting and emancipating. The second theme was related to participants breaking down the hierarchy of knowledge as they simultaneously began to esteem Indigenous ways of knowing and see the power and pervasiveness of Western scientific thought in environment practice and policy. Third, students developed skills and understanding for engaging with Indigenous knowledge holders in respectful and valuable ways. Finally, participants found the exploration of new epistemological perspectives and engagement with Indigenous knowledge refreshing and positive, and confirmed some existing beliefs.

This was a small study, and all participants both took the course and had connections with the Indigenous communities: two identified as Indigenous, one had engaged with indigenous knowledge holders pre-course, and five had undertaken inquiry with Indigenous communities post-course. Applying the same approach in another location with new participants may not result in the same findings or transformations.

The authors recommend incorporating epistemological stretching as a pedagogy where possible, particularly when working with students who may engage in research and/or work with diverse communities. Supporting student engagement with epistemological stretching shows respect for both alternative ways of knowing and Western scientific approaches to knowledge. The inclusion of Indigenous knowledge in sustainability education supports a holistic, systemic approach to environmental issues, and may be critical for helping students to develop cultural competencies and more deeply engage with Indigenous communities.