Calls to action: establish positionality and relationships before TES work, and expand US-based and quantitative TES research¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

From the mapping review, the authors developed four calls to action for educators and researchers seeking to interweave Indigenous knowledges into colonized science curricula. The first holds that "it is absolutely imperative that educators and researchers, before embarking upon TES work, understand their own positionality, limitations, biases, and privilege," and that relationship building must be rooted in mutual respect, reciprocity, and a commitment to longevity. Further calls urge more US-based research (particularly quantitative studies delineating P-12 versus higher-education contexts), research on TES effectiveness as an instructional strategy, and adoption of the guidelines at both classroom and institutional levels with professional development and funding support.

Design Implications¶

Context¶

Requirements¶

• Educators and institutions must provide training, professional development, and monetary support including honorariums and compensation for elders

Constraints¶

• The authors acknowledge their review missed research and applications of TES in educational settings not published in peer-reviewed outlets

Target Learners¶

• P-20 educators, researchers, administrators, and institutions working with Indigenous communities

Target Learning Goals¶

• Implementing Two-Eyed Seeing in P-20 classrooms through relationship-first, non-extractive collaboration

Affordances¶

• Two Eyed Seeing Etuaptmumk Framework

Claims¶

• Peer-reviewed literature on Two-Eyed Seeing in P-20 education is concentrated in Canada and published between 2009 and 2021 [+W]
• Reviewed articles identify tokenism, resource limitations, loss of Elders, and emotional-political challenges as risks in using TES [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Gardner-Vandy, K., Utley, J., Just, A., Hathcock, S., & Stansberry, S. (2025). A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education. Review of Educational Research. https://doi.org/10.3102/00346543251329570