
Revitalizing Earth Sciences: Weaving Indigenous Knowledge with Western Knowledge through Etuaptmumk for better understanding.
Alicia Hennessy
For decades, the traditional Eurocentric model in schools has acted as a barrier for many Indigenous students, particularly in the realm of Earth Sciences. As the conversation around diversity in education grows, it's crucial to examine how deeply rooted biases and historical injustices shape the academic landscape.
The Eurocentric Barrier
Historically, European colonization didn't just strip Indigenous peoples of their land but also their cultural practices, knowledge systems, and languages. The Mi'kmaq, among many other Indigenous groups, have seen their rich traditions and epistemologies altered or erased. This marginalization is starkly evident in Earth Sciences, where the curriculum predominantly reflects Western perspectives, sidelining Indigenous ways of knowing (Hatcher, 2012; Moorman, 2021).
The consequences are glaring: Earth Sciences have the lowest participation rates among underrepresented groups, including Indigenous students. The dominance of Western scientific paradigms—historically controlled by an elite group of white men—has led to a narrow, exclusionary view of science that neglects the invaluable contributions of other cultures (King, 2018; Kent, 2012).
A Vision for Inclusivity
To create a more inclusive field, we must integrate Indigenous knowledge systems into Earth Sciences curricula. Concepts such as Etuaptmumk (Ed-do-up-dim-moomk) (Two-Eyed Seeing) *see video below and Netukulimk (Neh-DU-guh-lim) offer a pathway forward. Introduced by Mi'kmaw Elder Albert Marshall in 2004, Etuaptmumk advocates for a dual perspective: using one eye to view science through Indigenous knowledge and the other through Western scientific methods. This approach fosters a richer, more holistic understanding of the natural world (Michie, 2018).
Netukulimk, a guiding philosophy of the Mi'kmaq, emphasizes sustainability and respect for the land. By teaching through this lens, educators can instill a sense of responsibility toward the environment, highlighting the importance of protecting natural resources for future generations.
Redefining Science Education
Incorporating Indigenous perspectives into Earth Sciences is more than a symbolic gesture; it's a necessity for creating an equitable and engaging educational environment. When Indigenous knowledge is authentically integrated into the curriculum, students see their cultural values reflected, leading to a more inclusive and motivating learning experience (Moorman, 2021).
However, this shift requires more than adding standalone lessons or courses on Indigenous topics. True integration means weaving Indigenous scientific knowledge throughout the curriculum and teaching methods. This approach not only supports Indigenous students but also enriches the educational experience for all learners by challenging and expanding the traditional Eurocentric framework (Michie, 2018).
The Path Forward
As we strive to dismantle the colonial legacies embedded in our education system, it's vital to implement culturally relevant pedagogies that respect and incorporate diverse ways of knowing. Etuaptmumk and Netukulimk represent just two of the many Indigenous frameworks that can transform how Earth Sciences are taught and understood.
By embracing these perspectives, we can create a more inclusive and equitable science education system that values and reflects the rich diversity of human knowledge. This not only benefits Indigenous students but enriches the scientific community as a whole, paving the way for a more holistic and collaborative approach to understanding our world.
In the end, integrating multiple lenses in Earth Sciences isn't just about expanding our educational practices—it's about honoring and valuing the contributions of all cultures in the pursuit of knowledge.
GOMI’s Role
GOMI has been an integral part of planning in my classroom. The mission of GOMI is to inspire youth in becoming stewards of the land and learn through community based learning. This has allowed me to slow down my teachings and focus more on building a relationship not only with the community, but with the land.
GOMI has allowed us to get outside more to do more fieldwork. Fieldwork in earth science is crucial for bridging the gap between theory and real-world applications. It allows us to learn through Etuaptmumk and understand how important our observations are. When students have a better relationship with the land/Mother Earth, it becomes easier to take care of her. Indigenous wisdom, rooted in centuries of observation and interaction with the environment, provides insights into local ecosystems, sustainability practices, and climate resilience. By valuing both perspectives, we can tackle environmental challenges more effectively and manage natural resources wisely. Ultimately, Etuaptmumk encourages respect for different ways of knowing, leading to better and more inclusive solutions in earth sciences. GOMI continues to support our learning through grants, relationships, and knowledge which has been monumental in our classroom.
Mi'kmaq elder Albert Marshall of Eskasoni First Nation (Nova Scotia, Canada) speaks about his concept of Two-Eyed Seeing and how it can be a guiding framework in working towards reconciliation with the Earth.
This segment was filmed for the World Circular Economic Forum (WCEF), 2021 (see comments on YouTube).
Hatcher, A. (2012). Building cultural bridges with Aboriginal learners and their ‘classmates’ for transformative environmental education. Journal of Environmental Studies and Sciences. 2, 346–356.
Kent, M., Napieralski, J., Luera, G., Thomas-Brown, K. & Reynolds-Keefer, L. (2012). Broadening Diversity in the Geosciences Through Teacher–Student Workshops That Emphasize Community-Based Research Projects. Journal of Geoscience Education. 60, 179-188.
King, L., MacKenzie, L., Tadakia, M., Cannona, S., McFarlaneb, K., Reida, D., & Koppesa, M. (2018). Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference. Facets. 3, 415–440.
Michie, M., Hogue, M., & Rioux, J. (2018). The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students. Research in Science Education. 48, 1205–1220.
Moorman, L., Evanovitchb, J., & Muliainac, T. (2021). Envisioning indigenized geography: a two-eyed seeing approach. Journal of Geography in Higher Education. 45, 2, 201-220.

Alicia is a multifaceted individual known for her passion and dedication in the field of science education. Born and raised in a small town on the Bay of Fundy in Nova Scotia, Canada, Alicia developed a deep appreciation for the ocean from an early age. This led her to pursue a Bachelor’s degree in Geology/Physical Geography from Saint Mary’s University, Halifax, Nova Scotia. After graduating in 2009, she then obtained her Bachelor of Education degree in 2011 from Mount Saint Vincent University, Halifax, Nova Scotia, specializing in secondary science education. Then, in 2023, she received her Master of Education degree from Acadia University, Wolfville, Nova Scotia, specializing in Inclusive Education.Alicia's career in education spans over 12 years, during which she has excelled as a compassionate and innovative teacher. Her commitment to fostering a nurturing and inclusive learning environment has earned her recognition from both students and colleagues. She firmly believes in the power of education to transform lives and instill a lifelong love for learning. Passionate about ocean education and public awareness, Alicia actively engages in outreach programs that will engage students by providing hands-on experiences and teach them the importance of being stewards of the land. Alicia puts an emphasis on place-based learning by taking her students out in the field to study the world around them and ensures Indigenous Knowledge is brought to the forefront in the classroom through the teaching of Netukulimk.