MacPherson Institute Publication Announcement

“Envisioning Indigenized Geography: A Two-Eyed Seeing Approach”

A piece coauthored by a MacPherson Institute staff member, Julia Evanovitch, with colleagues from Mount Royal University (Calgary) and the University of the South Pacific (Fiji), has recently been published in the Journal of Geography in Higher Education.

Other McMaster contributors (Rebecca Lee, John Maclachlan, Rodrigo Narro Perez) are also featured in this journal issue, which was developed as part of a collaborative writing retreat of the International Network for Learning and Teaching in Geography.

Condensed Abstract: A team of geography educators, from vastly different geographies and contexts, explored their understandings and approaches to indigenization and found commonalities aligned with Two-Eyed Seeing, a framework that calls for a weaving of perspectives to hold views of both Indigenous and Western knowledge simultaneously. While originally applied in a teaching context, Two-Eyed Seeing is now recognized as a valuable approach in Indigenous research but remains promising as a means to connect indigenous knowledge and epistemology to geography teaching practice. A review of challenges in indigenization efforts in education indicates that Two-Eyed Seeing can address a number of pedagogical challenges, including reducing binary perspectives, providing a more holistic worldview, and creating a safe space for students. Realizing goals of reconciliation, decolonization, and indigenization requires contributions and efforts from across the geography education community, including from non-Indigenous actors who may not be active in the Indigenous Geographies space. Providing strategies and examples of approaches such as Two-Eyed Seeing is critical to support these educators and ensure the best learning opportunities for their students.

To read the full paper, see: Moorman, L., Evanovitch, J., & Muliaina, T. (2021). Envisioning indigenized geography: A two-eyed seeing approach. Journal of Geography in Higher Education, 45(2), 201-220. https://doi.org/10.1080/03098265.2021.1872060