The University of Guelph’s College of Biological Science (CBS) is working to incorporate traditional Indigenous ways of learning into its curriculum to strengthen how the biological sciences are studied.
The initiative is called Enhancing Indigenous Research in the Biological Sciences and is led by Dr. Melissa Perreault, an Algonquin Métis associate professor of biomedical sciences and citizen of the Métis Nation of Ontario.
“People get so fixated on Western ways of knowing,” Perreault said. “When you have multiple perspectives, it enriches the science.”
Perreault describes this practice of blending two forms of knowledge as “two-eyed seeing,” meaning one eye is the Western perspective and the other is the Indigenous perspective. She said using one eye alone is not as strong as both used together.
Danielle Nowosad, a Red River Métis PhD student in integrative biology at the University of Guelph, said including Indigenous forms of knowledge into curriculums reassures Indigenous students that their knowledge has a role in academia.
“It’s telling non-Indigenous students that this way of knowing is equally as legitimate and important as Western ways of knowing, but also making Indigenous students feel like their traditional knowledge is valid and important as well,” Nowosad said.
Not only is Perreault working on incorporating Indigenous knowledge into existing curriculums at the CBS, she has also co-founded the Indigenous Belonging and Connections Committee. Nowosad is also part of this project.
The committee’s goal is to aid Indigenous students entering or currently studying biological sciences at the University of Guelph who face barriers when entering post-secondary education. It aims to create an environment that welcomes Indigenous cultures while also providing academic support for Indigenous students.
One of the committee’s projects is building an orientation package for self-identifying Indigenous students in all CBS programs at the undergraduate level. Nowosad is leading the package’s creation.
Nowosad said she spoke with undergraduate Indigenous students at the University of Guelph and used their insights and interests when creating the packages. The goal of the initiative is to address and fill in existing gaps Indigenous students face.
Nowosad related her project to her own experience as an Indigenous student attending university.
“I had such a hard time adjusting to university-level studies,” Nowosad said. “You’re walking into this completely foreign environment where you feel like you don’t have support. You don’t know what resources are accessible to you, and it’s just a very hostile place to be.”
The packages will compile resources for Indigenous students into one spot such as information on scholarships, learning opportunities, accessible housing, tutoring, campus resources, clubs and general academic tips.
Jaiden Smith, an Algonquin Métis third-year biomedical science student, said she feels the initiatives will aid Indigenous students by bringing them closer together and giving them the knowledge necessary to succeed at university.
“I think [the initiatives are] going to really help build a skill set on how to be successful at university and also help network and find Indigenous people that you can relate to both culturally and spiritually,” Smith said.
Along with changes to the curriculum, the CBS plans to rename areas around campus and add traditional Indigenous art to the college. At this time, the renaming initiative is in progress.
The CBS will also be creating experiential learning opportunities and mentorships that will be catered to Indigenous students, who will be matched to mentees based upon common interests.
Perreault said the team hopes other universities and departments will use the work of the initiative and committee as templates for similar projects.
As a first-generation post-secondary student, Perreault said she wants to make the difficult journey of being an Indigenous student easier for those who will come after her.
“When I got to the University of Guelph, I wanted to do my best to make sure that [Indigenous] students coming in behind me did not have to face the same barriers that I faced.”
Featured image from Screengrab.
