Commitment to Equity, Diversity, Inclusion and Indigenization in Chemistry

Equity, Diversity, and Inclusion in Chemistry

Our colleges (Equity, diversity, inclusion & belonging – Georgian College [New Tab] recognize the need to support and encourage equity, diversity, inclusion and belonging (EDIB) in our teaching practices. When discussing equity, diversity and inclusion in the context of a chemistry classroom, the nature of the traditional science classroom and way of learning need to be questioned.  In compiling this resource, the contributors have made conscious efforts to include examples of diversity of representation with chemistry scholars.

But examples of diversity of scholars are only the start of incorporating EDIB chemistry teaching.  So much more comes from how the conversations about the development and progression of chemistry are led and respected in the classroom environment.  It starts with the building of an inclusive community through respect and understanding of everyone’s contribution to the classroom. It continues through the development of a metanarrative to the science content.  And it continues further through the acknowledgement that objectivity is not singular but multifaceted.  Below are suggestions of discussion topics that faculty and students can use to encourage the inclusion of EDIB.

  • What questions were asked and who was allowed to ask those questions as the science of chemistry developed?
  • Whose agenda and research received funding and support to “discover” these scientific concepts?
  • Who was hired to teach the next generation and lead the conversations about chemistry?
  • Whose interests and pursuits are followed?
  • In pharmaceutical industry (for example), who were the subjects that were used for testing?
  • In industrial chemical industry (for example), who had to become ill or die to know that a chemical was toxic?
  • What experiences did individuals have in their chemistry careers (personalize this whenever possible)?
  • Who is working in the background of the famous discoveries?
  • How is the history of erasure and the value of representation included in chemistry?
  • What might this area of study or concept have looked like if a female/visible minority/LGBTQ2+ person have discovered it?

To further support EDIB within chemistry and science faculties, consider:

  • Setting up a committee of peers to review curriculum, hiring and other components of program areas
  • Creating a culture of support for future scholars and researchers
  • Offering opportunities to complete critical inquiry and equity analysis of curriculum
  • Joining existing organizations working to promote EDI initiatives in science and chemistry

Several chemistry departments at Ontario and Canadian institutions are publicly stating their commitment to EDIB.  Read statements from University of Toronto [New Tab], University of Waterloo [New Tab] and University of British Columbia [New Tab].  The Chemical Institute of Canada (CIC) [New Tab] promotes EDI initiatives and there are local groups across the country representing the Canadians Working for Inclusivity in Chemical Sciences, Engineering and Technology (CWIC) Network [New Tab].  Georgian College is a facilitating participant with the Inclusive STEM Teaching Project [New Tab] working to support educators in their EDIB development.

In addition to the scientists highlighted in this resource, all scientists represent diverse cultures and experiences.  Here are some suggested resources to expand the EDIB conversation:

Indigenization in Chemistry

In 2015, the Truth and Reconciliation Commission of Canada (TRC), led by Honourable Justice Murray Sinclair, released Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada [New Tab] [PDF].  Their extensive consultative research process resulted in 94 Calls to Action (CTA) in order to begin dismantling the systemic racism devastating Indigenous Peoples in Canada. The CTA are outlined in What Are the Truth & Reconciliation Commission’s 94 Calls to Action & How Are We Working Toward Achieving Them Today? (reconciliationeducation.ca) [New Tab] When considering how to incorporate actions towards reconciliation in the chemistry classroom, we need to start by educating ourselves on the true history of Canada and our personal acknowledgement to the land on which we live.

“Education got us into this mess and education will get us out of it.” (Renkas, 2021)

“Education is the key to walking on this journey of reconciliation. Teachers in particular have a sacred responsibility to ensure that all their children, regardless of their heritage, are able to think about four key questions throughout their education: ​

“Where do I come from?”, “Where am I going?”, “Why am I here?”, and most importantly, “Who am I?”​” (Ore, 2021) (Waters et al., 2022)​

~ Honourable Justice Murray Sinclair (chair of the Truth and Reconciliation Commission)

Sketch graphic about Indigenization based on a presentation by Jaqueline Ottman. transformative decolonization leads to reconciliation. Leadership in a good way ... coming to know through social justice, enabling voices, following Indigenous methodologies (protocol, listening, observing, storytelling). Thinking about Who are we?, Where do we come from? Where are we going? What are our responsibilities? We are at the centre (ourselves), surrounded by our environment, our history and finally our responsibilities. Through Indigenous education and vision. Image of the two-row wampum belt leading to reconcili-ACTION. Why? will become When?
The journey from decolonization to reconcili-ACTION through transformation of coming to know with voice and hope and education. (credit: work by Giulia Forsythe, CC BY 2.0)

Our colleges (Indigenization – Georgian College [New Tab]) continue to strive to meet the education related CTAs.  One step in that journey is the 2022 release of the Indigenization Strategy [New Tab].  When discussing Indigenous ways of knowing (IWK) in the context of a chemistry classroom, the nature of the traditional science classroom and way of learning need to be questioned.  In compiling this resource, the contributors have made conscious efforts to include examples of Indigenous uses of chemistry.

But examples of Indigenous uses of chemistry are only the start of incorporating Indigenous chemistry teaching.  So much more comes from how the classroom environment and processes of learning Indigenous ways are represented and respected. It starts with the building of an inclusive community through respect and understanding of everyone’s contribution to the classroom. It continues through the development of a metanarrative to the science content.

Indigenous ways of knowing (IWK) are based on principles of Respect, Relevance, Reciprocity, Responsibility, Relationality, and Care.  These are reflected in the Anishnaabe’s Seven Grandfather Teachings of (Manitowabi):

  • Love: Love is finding peace and joy in our connection to all of Creation ​
  • Respect: Respect is to understand that all life is sacred and part of Creation ​
  • Bravery: Bravery is to listen to your heart and courage to do what is right ​
  • Honesty: Honesty is to be straightforward in a kind and caring way ​
  • Humility: Humility is being thankful and grateful knowing we belong and each has something to give ​
  • Wisdom: Wisdom is to embrace knowledge and share our life teachings ​
  • Truth: Truth is knowing who we are and living the Grandfather Teachings
Indigenous medicine wheel - circle divided into quadrants. Upper (north) is white. Right (east) is yellow. Bottom (south) is red. Left (west) is black.
The Indigenous Medicine Wheel. (credit: work by Littlejohn657, CC BY 4.0)

The Medicine Wheel (circle of knowledge or circle of awareness) encourages us to consider the whole person in all our actions.  The circle represents the integrated connections of all aspects of oneself including the connection with the Earth and natural world. (Joseph, 2023) The yellow quadrant represents the East and the Spiritual connection to the natural world.  The red quadrant represents the South and the Emotional connection to the natural world.  The black quadrant represents the West and the Physical connection to the natural world. And the white quadrant represents the North and the Mental connection to the natural world. (Bell, 2022) (Zimak, 2020)

The guiding principle of Two-Eyed Seeing or Etuaptmumk (Mi’kmaw) combines the learning seen from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing.  The strengths of both eyes combine together for the benefit of all. (Institute for Integrative Science & Health, n.d.)

We have attempted to start the process of reconciliation by including Indigenous examples in this textbook.  We acknowledge that significantly more work is needed to truly decolonize science education.  To further support Indigenization within chemistry, science faculties and classrooms, faculty should consider:

Here are some suggested resources to further explore Indigenous history, knowledge and reconciliation and connections to chemistry:

Attribution & References

Except where otherwise noted, “Commitment to Equity, Diversity, Inclusion and Indigenization in Chemistry” by Samantha Sullivan Sauer is licensed under CC BY 4.0.

References

Bell, D. N. (2022, March 30). Teaching by the medicine wheel: Education Canada Magazine. EdCan Network.

Institute for Integrative Science & Health. (n.d.). Guiding principles (Two Eyed Seeing).

Joseph, B. (2023, January 12). What is an indigenous medicine wheel? Indigenous Corporate Training Inc.

Manitowabi, S. (2018). The Seven grandfather teachings. Historical and Contemporary Realities: Movement Towards Reconciliation. eCampus Ontario Open Library. Retrieved February 6, 2023.

Ore, J. (2021, September 25). National Day for Truth and Reconciliation is 1 step on a long journey, says Murray Sinclair. CBC News.

Renkas, A. L. (2021, July 7). Letter: When you know better, do better. SaskToday.ca.

Waters, L. B., Pitawanakwat, R., Dachyshyn, D., Venis, A., Catenazzo, G., Go, N., LTD, B. I. T. N., Petahtegoose, S., Redsky, E., Wabie, J.-L., Greenfield, E., & College, S. (2022, February 25). Chapter 1: Towards Truth and Reconciliation – Medicine wheel questions and activities. Skoden. eCampus Ontario Open Library. Retrieved February 6, 2023.

Zimak, H. (2020, June 25). An Ontario firekeeper explains the four directions of the medicine wheel. CBC News.

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Chemistry v. 1 backup Copyright © 2023 by Gregory Anderson; Caryn Fahey; Jackie MacDonald; Adrienne Richards; Samantha Sullivan Sauer; J.R. van Haarlem; and David Wegman is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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