Research in Science Education

, Volume 48, Issue 6, pp 1205–1220 | Cite as

The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students

  • Michael MichieEmail author
  • Michelle Hogue
  • Joël Rioux


The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education through Both-Ways (BW) or Two-Eyed Seeing (TES) pedagogical and methodological approaches form the data for this paper. Their teaching experience with tertiary level Indigenous students using BW/TES pedagogies serves as case studies for the epistemic insight (knowledge about knowledge) they have gained. Each of the case studies considers the role of the Nature of Science (NOS) and potential conflicts through engagement with the two knowledge paradigms. Rather than being in conflict, the two worldviews are seen as complementary, a situation leading to epistemic insight.


Both-Ways Two-Eyed Seeing Epistemic insight Nature of Science Indigenous tertiary students Indigenous knowledge Indigenous science Western science 


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Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.Batchelor Institute of Indigenous Tertiary EducationBatchelorAustralia
  2. 2.University of LethbridgeLethbridgeCanada

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