Envisioning indigenized geography: a two-eyed seeing approach

• Published in: Journal of geography in higher education 2021-04, Vol.45 (2), p.201-220
• Main Authors: Moorman, Lynn, Evanovitch, Julia, Muliaina, Tolu
• Format: Article
• Language: English
• Subjects: Barriers; Canada Natives; Conflict Resolution; Curricula; Curriculum Development; decolonization; Education; Educational Philosophy; Educational Practices; Epistemology; Eskimos; Foreign Countries; Geography; Geography education; Geography Instruction; Higher Education; Holistic Approach; indigenization; Indigenous Knowledge; Indigenous Populations; Instructional Materials; Interdisciplinary Approach; Outcomes of Education; Reconciliation; Research Methodology; Secondary Education; Student Evaluation; Students; Teachers; Teaching Methods; two-eyed seeing; Western Civilization
• ISSN: 0309-8265; 1466-1845
• DOI: 10.1080/03098265.2021.1872060

Addressing educational curricula and programs in post-secondary education for Reconciliation brings new opportunities and challenges for geography educators, including decolonizing and indigenizing their own teaching practices and perspectives. A team of geography educators, from vastly different geographies and contexts, explored their understandings and approaches to indigenization and found commonalities aligned with Two-Eyed Seeing, a framework that calls for a weaving of perspectives to hold views of both Indigenous and Western knowledge simultaneously. While originally applied in a teaching context, Two-Eyed Seeing is now recognized as a valuable approach in Indigenous research but remains promising as a means to connect indigenous knowledge and epistemology to geography teaching practice. A review of challenges in indigenization efforts in education indicates that Two-Eyed Seeing can address a number of pedagogical challenges, including reducing binary perspectives, providing a more holistic worldview, and creating a safe space for students. Realizing goals of reconciliation, decolonization, and indigenization requires contributions and efforts from across the geography education community, including from non-Indigenous actors who may not be active in the Indigenous Geographies space. Providing strategies and examples of approaches such as Two-Eyed Seeing is critical to support these educators and ensure the best learning opportunities for their students.