POV: We’re Missing Indigenous Knowledge in Higher Education
POV: We’re Missing Indigenous Knowledge in Higher Education
Omission “deprives all students of crucial problem-solving approaches, particularly in addressing environmental challenges”
Indigenous peoples, who make up just 6 percent of the global population, protect 80 percent of the world’s remaining biodiversity. In the United States, Native Americans and Alaska Natives—who comprise only 2 percent of the population—find themselves on the front lines of protecting many of our threatened ecosystems. Yet, our universities, the very institutions tasked with shaping future leaders and innovators, are failing to adequately incorporate Indigenous perspectives and knowledge into their curricula.
In spring 2024, I and my colleagues Selby Vaughn (CAS’24) and Delaney Foster (CAS’25) obtained a Campus Climate Lab grant from BU’s Institute for Global Sustainability to research the gaps in Indigenous curriculum, cultural activities, and spaces at BU. We were advised by Nathan Phillips, a College of Arts & Sciences professor of earth and environment, and Parren Fountain, BU Sustainability’s engagement manager. We first conducted a comprehensive survey of Indigenous curricular offerings and cultural spaces at Boston University, and then compared them to peer institutions. We also surveyed students, faculty, and staff at BU and 10 other schools, and interviewed two members of local Indigenous communities involved in higher education. The results were eye-opening, and frankly, disappointing.
Our survey received 79 unique responses. Boston University was the most represented school in our sample (87 percent). While not a definitive account of the scope of the number of offerings on any campus, we feel that we were successful in gauging the range of laypeople’s perspectives regarding Indigenous offerings on campus, especially at BU.
Our findings revealed that 49 percent of respondents said that Indigenous knowledge was integrated “not well at all” into their school’s curriculum. This gap in education has far-reaching consequences. Traditional Ecological Knowledge (TEK), accumulated by Indigenous peoples over generations, is increasingly recognized as crucial for addressing our most pressing environmental challenges. From sustainable land management practices to strategies for adapting to climate change, Indigenous knowledge offers valuable insights that complement Western scientific approaches.
BU offers some courses and sporadic events related to Native American and Indigenous studies. In fall 2023, the Indigenous Studies Working Group (ISWG) was founded to build community among students, scholars, and members of BU’s campus interested in the interdisciplinary field of Native American and Indigenous Studies. Its formal “roll out” happened this past spring, but greater awareness of both the working group and larger Indigenous-related topics/programs, like BU’s Diversity and Inclusion’s current Indigenous Identities and Experiences series, on campus are needed. More broadly, BU’s efforts pale in comparison to more robust programs at peer institutions. For example, Cornell University provides a minor in Native American Studies supported by a rich curriculum, research opportunities through the Newberry Consortium, and faculty expertise in Indigenous studies. Cornell has an Indigenous student population of about 400, and supports their students through initiatives like the Akwe:kon residential program and various student organizations, reflecting the university’s long-standing ties with North American Indigenous nations. Tufts University also offers a minor in Native American and Indigenous Studies and has seen an increase in Indigenous student enrollment and recently established an Indigenous Center to support these students.
While these schools’ efforts are hardly perfect, they are starting to create spaces for Indigenous students to thrive and for all students to engage with Indigenous knowledge systems.
By failing to adequately incorporate this knowledge into our educational systems, we’re not just doing a disservice to Indigenous students and communities, we’re also depriving all students of critical perspectives and problem-solving approaches. The survey and interviews we conducted clearly highlight significant gaps in the representation and integration of Indigenous knowledge within higher education curricula. These findings not only illuminate the challenges, but also present a road map for institutions aiming to foster a more inclusive and comprehensive educational environment. We recommend the following key actions for BU to undertake:
- Enhance faculty recruitment and development: One of the largest barriers identified by survey respondents was the lack of faculty who specialize in Indigenous studies. Institutions should actively seek candidates who have a background in Indigenous studies for both new and existing positions. This might include collaborating with organizations that focus on Indigenous scholarship or using recruitment channels that reach Indigenous communities. Further, establishing fellowship and grant programs specifically designed to support research and teaching in Indigenous studies will both attract and retain top talent in the field and encourage other scholars to engage with Indigenous topics. These sources of funding could also be used to support master’s or doctoral students wishing to pursue research related to Indigenous studies for their theses.
- Redevelop and overhaul curriculum: Our curriculum survey of BU was comprehensive, but could go deeper. Conducting a comprehensive review of the current curricula across disciplines to identify and address gaps where Indigenous knowledge should be integrated should involve auditing research programs and the syllabi of faculty, as well as doing a faculty survey that could identify how Indigenous knowledge is currently being incorporated. This audit should involve input from Indigenous scholars, students, and communities to ensure authenticity and relevance.
- Strengthen community ties: Forging stronger connections with Indigenous communities will provide mutual benefits for educational institutions and the communities themselves. However, this must be done with respect for the time and wisdom of Indigenous communities. This is not a system of pure “teaching,” but a relationship that must be fostered and maintained. Creating a “liaison” role for an individual (or more) to work with the institution and local Native communities would improve communication, ensure the institution is not operating in a vacuum, and help address issues proactively. For example, such a partnership would allow us to establish more sustainable land management practices on campus which prioritize traditional ecological knowledge. Indigenous partners could work with current sustainability groups and initiatives on campus to further these partnerships and convey the ecological importance of Indigenous land use practices. This could also help to legitimize land acknowledgment statements, and demonstrate the institution’s commitment to ecological sustainability.
Implementing these changes won’t be easy. It requires commitment, resources, and a willingness to challenge long-held assumptions about what constitutes “valuable” knowledge in academia. But the potential benefits—for our students, our communities, and our planet—are immense.
Elizabeth Kostina (CGS’22, CAS’24) is currently pursuing a master’s degree in historic preservation at Columbia University. She can be reached at emk2249@columbia.edu.
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