Most of our scientific knowledge is based on a history of discovery conducted on Indigenous lands with minimal engagement with local Indigenous people. How can we turn this scientific culture around? Solutions could involve decolonizing natural history collections; incorporating culturally-responsive elements, including traditional knowledge into daily pedagogy and research approaches; uplifting voices and narratives; and examining the causes and consequences of inequality. Join us for a discussion to apply these solutions in your daily practice. Don't miss this opportunity to learn from some leading specialists on decolonizing science about how they have integrated these approaches in their curriculum and research.

What is decolonization of science?

The goal of decolonizing science is to undo the damage of historical colonialism--and ongoing perpetuation of these philosophies--in the practice and development of scientific knowledge.

Five shifts that could help to transform academic practice (Trisos et al. 2021): 

1. Decolonize your mind to include multiple ways of knowing and communicating science;

2. Know your histories to acknowledge our discipline’s role in enabling colonial and ongoing violence against peoples and nature, and begin processes of restorative justice;

3. Decolonize access by going beyond open access journals and data repositories to address issues of data sovereignty and the power dynamics of research ownership;

4. Decolonize expertise by amplifying diverse expertise and giving due credit and weight to that knowledge; 

5. Practice ethical science in inclusive teams by establishing diverse and inclusive research teams that actively deconstruct biases so all team members are empowered participants in developing new knowledge.

Panelists:

Dr. Ulrike Müller, Professor of Biology at California State University Fresno.

Dr. Müller will guide discussion of curricula and strategies that help students address decolonization of science. She will share assignments and activities, address decolonizing natural history collections, incorporating culturally-responsive elements, including traditional knowledge, uplifting voices and narratives, and examining the causes and consequences of inequality. She will present and discuss multiple ways to incorporate inclusive pedagogies in the classroom. 

Dr. Ripan S. Malhi, Professor of Department of Anthropology, Carl R. Woese Institute for Genomic Biology, University of Illinois Urbana-Champaign. 

Dr. Malhi is a molecular anthropologist who uses molecular tools to address questions of interest in the life sciences, social sciences and humanities. He partners with Indigeous Nations in Alaska, British Columbia and California to use genomics as a tool to address questions of importance to the partnering communities. He will guide discussions about his experience collaborating with Indigenous Nations on genetic research and how this has had significant positive impact on scientific knowledge, recognition of tribal identity, and the development of public policy