OOS 39-5 - Developing TEK Partnerships for Enhancing ESA Diversity and Ecological Research

There has been a growing awareness and enthusiasm for Indigenous Knowledges, yet they have not been fully accepted as viable and valid ways of knowing in settler-colonial institutions of research and learning. In this time of climate catastrophe, it is essential that Indigenous Knowledges become a central paradigm, both culturally and institutionally. Rising to this critical moment, the Traditional Ecological Knowledge Section of the Ecological Society of America (ESA) hosted a NSF-funded workshop titled “Elevating Indigenous Knowledges in Ecology” at the 2022 annual meeting on Kanienʼkehá꞉ka (Mohawk) and Ho-de-no-sau-nee-ga (Haudenosaunee) territories in Montreal, Quebec, Canada. This gathering of 21 Indigenous scholars and practitioners included well-established scholars and professionals, as well as students and early career individuals. Over the two-day workshop, we used a guided framework and discussions to identify four emerging themes and associated questions of high priority to be addressed by Western academic institutions and ecologists. These emerging themes included: (1) ethical protocols and guidelines for teaching and research involving Indigenous Knowledges, (2) addressing trauma inflicted upon Indigenous Peoples by academic institutions, (3) holistic enfranchisement of Indigenous scholars and knowledge holders in Western academies, and (4) Indigenous Knowledges as a central paradigm in ecology and the academy. We present these themes to further discussions and actions for systemic change and inspire future directions for the next generation of Indigenous scientists and the ESA community. As a collective, we present a path forward to continuing conversations and actions that will lead to mutually beneficial relationships between Indigenous communities and ecologists, and Western academic institutions.