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Are the natural sciences ready for truth, healing, and reconciliation with Indigenous peoples in Canada? Exploring ‘settler readiness’ at a world-class freshwater research station

Author

Listed:
  • Elissa Bozhkov

    (Queen’s University)

  • Chad Walker

    (Queen’s University
    University of Exeter)

  • Vanessa McCourt

    (Queen’s University)

  • Heather Castleden

    (Queen’s University)

Abstract

The Experimental Lakes Area in Northwestern Ontario, Canada, is a globally prominent freshwater research facility, conducting impactful whole-of-lake experiments on so-called ‘pristine’ lakes and watersheds. These lakes are located in traditional Anishinaabe (Indigenous) territory and the home of 28 Treaty #3 Nations, something rarely acknowledged until now. Indeed, Indigenous peoples in the area have historically been excluded from the research facility’s governance and research. Shortly after it changed hands in 2014—from the federal government to the not-for-profit International Institute of Sustainable Development (IISD)—the Truth and Reconciliation Commission (TRC) of Canada released its Calls to Action to all Canadians. The newly named International Institute of Sustainable Development-Experimental Lakes Area (IISD-ELA) began to respond with a number of initiatives aimed to develop relationships with local Indigenous peoples and communities. In this paper, from the perspectives of IISD-ELA staff members, we share findings from an exploratory study into the relationships beginning to develop between IISD-ELA and Treaty #3 Nations. We used semi-structured interviews (n = 10) to identify how staff perceived their initial efforts and contextualize those with the current literature on meaningfully engagement in reconciliation. Our analysis highlights perceived barriers, including time, resources, and funding constraints, as well as an acknowledged lack of cultural awareness and sensitivity training. Participants also recognized the need to engage Indigenous knowledge holders and embrace their ways of knowing at the research station. While the study is small in scale, as an international leader in freshwater science, transparency in the IISD-ELA’s journey in reconciliation has the potential to inform, influence, and ‘unsettle’ settler-colonial scientists, field stations, and institutions across the country and beyond.

Suggested Citation

  • Elissa Bozhkov & Chad Walker & Vanessa McCourt & Heather Castleden, 2020. "Are the natural sciences ready for truth, healing, and reconciliation with Indigenous peoples in Canada? Exploring ‘settler readiness’ at a world-class freshwater research station," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(3), pages 226-241, September.
    • Handle: RePEc:spr:jenvss:v:10:y:2020:i:3:d:10.1007_s13412-020-00601-0
    DOI: 10.1007/s13412-020-00601-0
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    References listed on IDEAS

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    1. Hannah Hoag, 2013. "Ecology: Lady of the lakes," Nature, Nature, vol. 502(7473), pages 612-613, October.
    2. Nancy Rich, 2012. "Introduction: why link Indigenous ways of knowing with the teaching of environmental studies and sciences?," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 308-316, November.
    3. Sylvia Moore, 2012. "A trickster tale about integrating Indigenous knowledge in university-based programs," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 324-330, November.
    4. Robin Kimmerer, 2012. "Searching for synergy: integrating traditional and scientific ecological knowledge in environmental science education," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 317-323, November.
    5. Almut Schilling-Vacaflor, 2017. "Who controls the territory and the resources? Free, prior and informed consent (FPIC) as a contested human rights practice in Bolivia," Third World Quarterly, Taylor & Francis Journals, vol. 38(5), pages 1058-1074, May.
    6. James D. Ford & Laura Cameron & Jennifer Rubis & Michelle Maillet & Douglas Nakashima & Ashlee Cunsolo Willox & Tristan Pearce, 2016. "Including indigenous knowledge and experience in IPCC assessment reports," Nature Climate Change, Nature, vol. 6(4), pages 349-353, April.
    7. Susan C Weller & Ben Vickers & H Russell Bernard & Alyssa M Blackburn & Stephen Borgatti & Clarence C Gravlee & Jeffrey C Johnson, 2018. "Open-ended interview questions and saturation," PLOS ONE, Public Library of Science, vol. 13(6), pages 1-18, June.
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    Cited by:

    1. Katharine McGowan & Nino Antadze, 2023. "Recognizing the dark side of sustainability transitions," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 13(2), pages 344-349, June.

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