Understanding the Interrelationships of Indigenous Epistemologies, Research Methodologies, and Persistence in the Environmental Sciences

Recent scholarship has emphasized the need for substantive integration of Indigenous Knowledges (IK) into settler-colonial institutions (SCI), particularly within ecological sciences, social sciences, and STEM education. The four studies collectively address critical intersections of IK with colonial educational and research frameworks, barriers to Indigenous persistence in STEM, and methodological exclusion within social sciences.Methodologically, these articles employ collaborative workshops and qualitative group interviews with diverse interdisciplinary Indigenous scholars, practitioners, Elders, and community representatives. Participants collectively contribute centuries of professional experience and expertise across various environmental and social science fields, engaging in reflective practices aligned with Indigenous methodologies such as Yarning and relational co-production of knowledge. These methods underscore the importance of relationship-building, cultural responsiveness, and Indigenous self-determination throughout the research process.
The research identifies profound structural and epistemological challenges faced by Indigenous scholars and communities within SCI. Key findings indicate that although enthusiasm for IK is increasing, SCI structures still perpetuate historical colonial patterns, often treating IK superficially or exploitatively. Indigenous identities and value systems, characterized by relational responsibilities and community care, regularly conflict with individualistic and positivist values entrenched in SCI, significantly impeding Indigenous persistence in these spaces. Moreover, Indigenous voices frequently remain marginalized or systematically excluded through methodological frameworks that prioritize anonymity, objectivity, and detachment, leading to a form of methodological apartheid.
The collective research emphasizes a pathway toward reconciliation and transformative systemic change. Recommendations include adopting ethical guidelines for IK engagement, restructuring educational curricula to incorporate Indigenous epistemologies authentically, promoting Indigenous leadership and representation within SCI, and designing flexible, community-centric funding mechanisms. Importantly, the reconciliation pathway entails a progression from basic institutional engagement with Indigenous communities, toward mutual healing relationships, and eventually a fully realized reconciliation involving equitable sharing of institutional power and resources. These articles argue that only through deep structural, epistemic, and relational shifts can SCI genuinely center Indigenous Knowledges, thereby fostering sustainable, just, and inclusive scientific practices.