Cheryl Bartlett

Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing

This is a process article for weaving indigenous and mainstream knowledges within science educational curricula and other science arenas, assuming participants include recognized holders of traditional ecological knowledge (we prefer “Indigenous Knowledge” or “Traditional Knowledge”) and others with expertise in mainstream science. It is based on the “Integrative Science” undergraduate program created at Cape Breton University to bring together indigenous and mainstream sciences and ways of knowing, as well as related Integrative Science endeavors in science research, application, and outreach. A brief historical outline for that experiential journey is provided and eight “Lessons Learned” listed. The first, namely “acknowledge that we need each other and must engage in a co-learning journey” is explained as key for the success of weaving efforts. The second, namely “be guided by Two-Eyed Seeing”, is considered the most profound because it is central to the whole of a co-learning journey and the article’s discussion is focussed through it. The eighth lesson, “develop an advisory council of willing, knowledgeable stakeholders”, is considered critical for sustaining success over the long-term given that institutional and community politics profoundly influence the resourcing and recruitment of any academic program and thus can help foster success, or sabotage it. The scope of relevance for Two-Eyed Seeing is broad and its uptake across Canada is sketched; the article also places it in the context of emerging theory for transdisciplinary research. The article concludes with thoughts on why “Two-Eyed Seeing” may seem to be desired or resisted as a label in different settings.Traditional Indian education is an expression of environmental education par excellence. It is an environmental education process that can have a profound meaning for the kind of modern education required to face the challenges of living in the world of the twenty-first century (Cajete (2010), p. 1128, emphasis as in original).As two-eyed seeing implies, people familiar with both knowledge systems can uniquely combine the two in various ways to meet a challenge or task at hand. In the context of environmental crises alone, a combination of both seems essential (Aikenhead and Michell (2011), p. 114).

Two-Eyed Seeing in the Classroom Environment: Concepts, Approaches, and Challenges

This article outlines concepts and approaches for teaching Integrative Science (in Mi’kmaq: Toqwa’tu’kl Kjijitaqnn) using the guiding principle of Two-Eyed Seeing, and it discusses challenges that need to be overcome. This discussion is based on the almost 10 years of experience delivering Integrative Science to students at Cape Breton University. Integrative Science is the interface between Indigenous Sciences (at Cape Breton University guided by eastern Canadian Mi’kmaq traditions) and Western Sciences where one does not have to relinquish either position but can come to understand elements of both. Western scientists seek to understand how the Universe works. The basic premise of Indigenous Sciences is participating within nature’s relationships, not necessarily deciphering how they work. The Two-Eyed Seeing approach used in Integrative Science seeks to avoid knowledge domination and assimilation by recognizing the best from both worlds. Integrative Science in the classroom relies on a holistic transdisciplinary curriculum firmly based in place. Crucial elements include a colearning philosophy, connection with culture and community, a psychologically safe classroom, and Aboriginal pedagogy.RésuméCet article présente brièvement les concepts et approches qui se fondent sur le principe de la « double regard » en enseignement des Sciences Intégrées (dans la langue micmaque: Toqwa’tu’kl Kjijitaqnn), et analyse les défis à relever dans ce domaine. L’analyse se base sur l’expérience du programme de Sciences Intégrées de l’Université du Cap Breton, mis en place il y a près de dix ans. Les Sciences Intégrées sont une sorte d’interface entre les sciences autochtones (qui à l’Université du Cap Breton se rattachent aux traditions Micmaques de l’est du Canada) et les Sciences Occidentales, perspective selon laquelle il n’est pas nécessaire de renoncer à l’une ou l’autre position car il est possible d’embrasser des éléments des deux. Les scientifiques du monde occidental cherchent à comprendre comment fonctionne l’univers, tandis que le principe de base des sciences autochtones est la participation aux relations qui existent dans le monde naturel, sans qu’il soit nécessaire de déchiffrer son fonctionnement. La « double regard » qui est utilisée dans le programme de Sciences Intégrées cherche à éviter la domination et l’assimilation grâce à une reconnaissance du meilleur des deux mondes. Dans la salle de classe, ce programme se fonde sur un curriculum solide, holistique et transdisciplinaire, dont les éléments principaux sont entre autres une philosophie d’apprentissage réciproque, un lien indissoluble avec la culture et la communauté, une salle de classe rassurante sur le plan psychologique et une pédagogie autochtone.

New, known and unidentified species of Eulimdana (Nematoda) : additional information on biologically unusual filarioids of charadriiform birds

Eulimdana spp. were found in 13 of 32 species of charadriiform birds from North America and Iceland; 88 of 636 adult birds and seven of 72 juvenile birds harboured infections. Described are: E. andersoni n. sp. from Chlidonias niger; E. metcalforum n. sp. from Sterna hirundo; E. sonini n. sp. from Charadrius hiaticula; E. wongae n. sp. from Limosa fedoa; and E. bainae n. sp. from Numenius phaeopus. Eulimdana asperum Bartlett, Anderson, & Bush, 1989 is reported for the second time in its type-host, Phalaropus tricolor. The emerging pattern of one parasite species to one host species suggests that most Eulimdana species are strongly host specific. However, E. florencae Bartlett & Anderson, 1990 is reported for the first time in a second species of Calidris (C. alba) and may be the unidentified species found in C. bairdii, C. alpina and C. pusilla. Other unidentified species were found in Larus pipixcan, Arenaria interpres and Recurvirostra americana. A key to species-groups (three are proposed) and species of Eulimdana in charadriiforms is given. Two pieces of evidence support an earlier suggestion that infections are acquired by neo-natal charadriiforms: (1) the presence of E. wongae in a bird captured as a chick and examined after two months in captivity; and (2) a greater frequency of mixed sex infections with microfilariae in infected juvenile birds (four of seven) than in infected adult birds (five of 88). The latter also supports an earlier suggestion that post-reproductive worms are ephemeral.

Skrjabinoclava inornatae Wong & Anderson, 1987 (Nematoda: Acuarioidea) as a sporadic parasite of the greater yellowlegs Tringa melanoleuca Gmelin (Aves: Scolopacidae)

Skrjabinoclava inornatae Wong & Anderson, 1987 was found in one of five adult greater yellowlegs Tringa melanoleuca collected near Framboise, Cape Breton, Nova Scotia, Canada. This is the first report of a member of the genus in this host. The infection is regarded as sporadic and a further indication that the host distribution of members of Skrjabinoclava may be determined more by host foraging behaviour than host specificity.