Investigating student exposure to Mi'kmaq Traditional Knowledge through Dalhousie University courses

Abstract

The implementation of Indigenous Traditional Knowledge (TK) is important because it can improve social, economic, and environmental sustainability across the world (Spee et al., 2021) and can enhance student learning. In addition, education institutions in Canada have been called upon to meaningfully incorporate TK in their curricula, as per the Calls to Action from the Truth and Reconciliation Committee of Canada (2024). Dalhousie University is the largest university in Atlantic Canada and is located on the unceded and traditional territory of the Mi’kmaq. As such, the university has made efforts to include Mi’kmaq Traditional Knowledge (MTK) within its curricula as per their Indigenous Strategy (2018); however, there have been no formal investigations into student satisfaction with the level of MTK offered through course learning. This study investigated the extent of undergraduate student experience with MTK at Dalhousie University and attempted to determine common course pathways offering MTK, and possible barriers that limit students from exposure to MTK. Surveys were sent to undergraduate students in environmental-related programs, such as Oceanography and Biology, via social media, mass email, class advertisement, and QR code posters over a period of nine days. The survey received 49 responses, primarily from 3rd and 4th year Environmental Science and Marine Biology majors. Students commonly felt that their courses provided either no information on MTK or provided minimal in-depth discussion on the topic. The findings of our study indicate that Indigenous Studies-related courses, specific College of Sustainability courses, and Environmental Science courses instructed by Dr. Caroline Franklin received higher ratings in terms of the extent to which MTK was integrated into their curriculum. Based on our findings, we recommend including more guest lecturers of Indigenous decent, incorporate land-based learning, and, when possible, provide MTK at all stages of research, to help increase overall exposure to MTK in education at Dalhousie University.