Getting Off the Boat: Re‐Considering Research Responsibility and Knowledge Dynamics in Ocean Literacy

In light of the UN Ocean Decade’s calls for increased ocean literacy, what can critical perspectives on inter‐epistemic exchanges contribute to the practice of researchers themselves? Herein, we aim to expand on scholarship analyzing the relationship between researchers and local/Indigenous knowledge holders beyond notions of knowledge commensurability, towards interpersonal practices. A framework of relationship‐building allows local perspectives and knowledge to be included both actively and passively in research. However, this requires marine scientists to spend time disembarked from sampling vessels in local communities. This adaptation in research methodology involves the scientist becoming a person first, and a researcher second. A paradigm shift occurs where the researcher’s function is that of a guest, whose primary exercise is to actively listen. This repositions ocean literacy as a reciprocal process, whereby the scientist learns from diverse perspectives to inform and enrich mutual understandings of the ocean. We build here on research experiences to show how interpersonal relationships, rather than systemic ones, can help build richer collaboration. This dynamic is illustrated through the case of a marine habitat mapping study in the Canadian Arctic. Community engagement was prioritized by the researcher as a first step, allowing for exposure to local understandings of the ocean to orient research questions. Outcomes included locally relevant marine maps and research findings, culturally responsive outreach materials, a recovered airplane, short‐term local employment, and long‐term relationships which continue to the present day. This case demonstrates how the intentional development of interpersonal relationships can leverage research activities towards building ocean literacy which respects and recognises diverse knowledge systems.