Introducing TEK into the secondary school system
DOI:
https://doi.org/10.25071/28169344.151Keywords:
TEK (Traditional Ecological Knowledge), SEK (Scientific Ecological Knowledge), Indigenous knowledges, Environmental Sustainability Education, Secondary School systemAbstract
This paper explores the integration of Traditional Ecological Knowledge (TEK) into secondary school curricula to enhance ecological literacy, cultural diversity, and sustainability education. TEK, rooted in Indigenous practices and place-based understanding, offers a relational approach to environmental stewardship, contrasting with the objective framework of Scientific Ecological Knowledge (SEK). Despite its potential, barriers such as insufficient teacher training and cultural sensitivity hinder implementation. This paper argues that TEK can foster critical thinking, strengthen Indigenous students' cultural identity, and promote cross-cultural awareness among non-Indigenous learners. By proposing hybrid pedagogical models combining TEK and SEK and drawing on Canada’s Truth and Reconciliation Commission’s Calls to Action (TRC, 2015), it advocates for experiential, community-based learning. While specific case studies on TEK integration are limited, this paper offers practical strategies for educators in Ontario and Canada to incorporate TEK, fostering sustainable practices and reconciliation.
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