A front lines look at peer-to-peer sharing of Indigenous knowledge and academic science

Abstract

Indigenous knowledge systems and non-Indigenous academic science are recognized as important components of the evidence base that Indigenous leaders can use to manage marine protected areas (MPAs). Nevertheless, the use of both Indigenous and academic knowledge in marine management is still evolving. Indigenous academics, i.e. people of Indigenous heritage with advanced academic training, are increasingly acting as the agents to integrate Indigenous knowledge, academic approaches, and marine management. While attention in the literature has been paid to knowledge sharing between Indigenous knowledge holders and academic researchers, far less has been written about peer-to-peer knowledge sharing between Indigenous academics working in marine science and management. Here, we describe the frontline details of a workshop focused on the sharing of Indigenous knowledge and academic science by Indigenous academics. The workshop, held in Taiwan, brought together Indigenous academics and community leaders from across the Austronesian region. The central technical challenge was facilitating effective cross-cultural knowledge exchange between diverse Indigenous communities and Indigenous academics and researchers. The workshop employed several technical approaches that likely have broad application beyond Indigenous peer-to-peer knowledge sharing. We used a co-designed planning process that prioritized Indigenous protocols over common academic formats. This involved remote meetings and iterative agenda revisions to address cultural sensitivities and ensure collaborative input from all participating Indigenous groups (Amis and Polynesian). The workshop deliberately moved away from panel presentations to utilize culturally resonant activities like ceremonies, gift-giving, and circle discussions in a longhouse; this helped to create a foundation of trust and respect, essential for authentic knowledge sharing. We undertook an active listening approach in which our most senior and most junior participants were charged with making sense of the proceedings and creating the post-workshop analysis of the meeting's outcomes. We found that four key elements were important to the success of our knowledge exchange: build relationships, raise awareness about Indigenous academic science, engage in active listening, and allow for enough time.