09/25/2024 | News release | Distributed by Public on 09/25/2024 12:18
Photo via iStock/Ericbvd
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, CAS 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:
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 [email protected].
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POV: We're Missing Indigenous Knowledge in Higher Education
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