Background

There is widespread agreement that “First Nations Peoples around the globe are arguably the most studied people of the world.  The research enterprise as a vehicle for investigation has poked, prodded, measured, tested, and compared data toward understanding Indigenous cultures and human nature.  Explorers, medical practitioners, intellectuals, travelers, and voyeurs who observed from a distance have all played a role in the scientific scrutiny of Indigenous peoples.” (Rigney, 1999)

The way of knowing we call Indigenous Knowledge is contained within the context of a world of values distinct, even divergent, from Western European thought.  It would seem that the application of research founded in a world of values so dissimilar is unlikely to demonstrate truth of any kind. The need for the dialogue between traditional knowledge keepers and academicians/researchers is apparent.

This timely discussion is also essential as the goals of Indian Education for All (IEFA) in Montana are carried out.  K-12 curriculum development is foundational to IEFA and curriculum information/knowledge is often sought from primary sources and/or from secondary sources owned by Tribal entities.   Classroom teachers across the state are encouraged, even required, to seek out these sources to support their lesson-planning efforts. The situation clearly begs for dialogue.