- June 12-15, 2025
Recent changes in science policy risk undermining advances made in building trust and collaboration between Western and Indigenous knowledge systems in the last decade. Accordingly, there is a need to reemphasize the necessity of bridging different ways of knowing for the benefit of all and to achieve intellectual diversity. On June 12-15, 2025, Arctic and other Indigenous leaders, experts, and allies gathered at the workshop entitled “Indigenizing Research in Changing Academia: Lessons from the Arctic” to explore ways to combine scientific rigor and artistic creativity and identify next steps for meaningful knowledge co-production efforts. Together, they discussed good practices for creating space and infrastructure at academic institutions and venues for Indigenous experts as equal and valued contributors, to enable Indigenous ways of knowledge sharing, such as storytelling, performances, films, and crafts, and explored the funding opportunities that would support these efforts.
During Day 1, guests gave keynote presentations to share their experience of knowledge co-creation between Indigenous and Western knowledge systems and their perspectives on how to keep these initiatives ongoing under current and emerging challenges. The event commenced with greetings from the hosts, Vera Kuklina and Robert Orttung, and the blessing ceremony was performed by Norma Shorty, setting an engaging and welcoming tone for the day’s activities.
The first session, Good Practices for Bridging Diverse Knowledge Systems, featured insightful presentations from several speakers. Dalee Dorough, an Inuit and Co-Chair of the ICARP IV International Steering Committee, speaking virtually shared her experiences with Indigenous leadership in UN venues. Norma Shorty, representing the Tlingit and the Arctic Athabaskan Council’s Social-economic cultural group, spoke about the integration of Indigenous knowledge in academia. Additionally, Tatiana Degai, an Itelmen scholar from the University of Victoria, discussed the principles of meaningful knowledge co-creation. The session concluded with a dynamic Q&A, allowing the audience to interact directly with the presenters and delve deeper into their topics.
The mid-morning session introduced diverse perspectives from institutional leaders. Andrey Petrov, the 9th President of the International Arctic Social Sciences Association (IASSA) and UArctic Chair in Arctic Community and Social-Ecological Systems Sustainability, shared his experiences with IASSA and UArctic. Matthew Druckenmiller, Vice-President and U.S. Delegate of IASC as well as Director of the Navigating the New Arctic Community Office (NNA-CO) at the University of Colorado Boulder, recounted his experiences with IASC and NNA-CO. WenWen Li, Director of the Cyberinfrastructure and Computational Intelligence Lab (CICI) at Arizona State University, explored how AI can be combined with Indigenous knowledge to advance Arctic research. A Q&A segment followed, fostering further discussion and exploration of these topics.
The afternoon’s panel discussion on Institutional and infrastructure needs for meaningful engagement between Indigenous communities and academia brought together Norma Shorty, Tom Thornton from the University of Alaska Southeast, and Pavel Sulyandziga of the International Indigenous Fund for Development and Solidarity “Batani.” The panelists explored essential questions on enhancing engagement between Indigenous communities and academia. They examined the efforts made by their institutions to include Indigenous knowledge in their work, identified the resources, efforts, and decisions necessary to strengthen these initiatives, and highlighted domestic and international funding opportunities available to support these goals.
The day concluded with an enriching session Learning through Indigenous Ways of Teaching led by Tatiana Degai, Pavel Sulyandziga Jr., Udege opera singer, and Aleksandr Mokryi, an Itelmen knowledge holder and dancer, who demonstrated Indigenous teaching methods, providing profound insights into learning through traditional practices that include such knowledge sharing methods as dancing, singing and learning from other living beings.
Days 2-4 focused on implementing identified good practices for knowledge co-creation in Ocean City, MD. Reflecting on the results of Day 1, participants collaboratively identified good practices of engagement in academic institutions and at international venues such as the Arctic Science Summit Week (ASSW), the International Congress for Arctic Social Sciences (ICASS), and UArctic that would be the most beneficial for Arctic and other Indigenous communities. They explored the components necessary for a knowledge-sharing infrastructure to implement such practices. The list includes both soft and hard infrastructure, such as webinars, summer schools, academic institutional policy, gardens, housing and dining options, community-centered research, international academic events, and conventions.
Days 2-4 focused on implementing identified good practices for knowledge co-creation in Ocean City, MD. Reflecting on the results of Day 1, participants collaboratively identified good practices of engagement in academic institutions and at international venues such as the Arctic Science Summit Week (ASSW), the International Congress for Arctic Social Sciences (ICASS), and UArctic that would be the most beneficial for Arctic and other Indigenous communities. They explored the components necessary for a knowledge-sharing infrastructure to implement such practices. The list includes both soft and hard infrastructure, such as webinars, summer schools, academic institutional policy, gardens, housing and dining options, community-centered research, international academic events, and conventions.
Days 2-4 focused on implementing identified good practices for knowledge co-creation in Ocean City, MD. Reflecting on the results of Day 1, participants collaboratively identified good practices of engagement in academic institutions and at international venues such as the Arctic Science Summit Week (ASSW), the International Congress for Arctic Social Sciences (ICASS), and UArctic that would be the most beneficial for Arctic and other Indigenous communities. They explored the components necessary for a knowledge-sharing infrastructure to implement such practices. The list includes both soft and hard infrastructure, such as webinars, summer schools, academic institutional policy, gardens, housing and dining options, community-centered research, international academic events, and conventions.
Days 2-4 focused on implementing identified good practices for knowledge co-creation in Ocean City, MD. Reflecting on the results of Day 1, participants collaboratively identified good practices of engagement in academic institutions and at international venues such as the Arctic Science Summit Week (ASSW), the International Congress for Arctic Social Sciences (ICASS), and UArctic that would be the most beneficial for Arctic and other Indigenous communities. They explored the components necessary for a knowledge-sharing infrastructure to implement such practices. The list includes both soft and hard infrastructure, such as webinars, summer schools, academic institutional policy, gardens, housing and dining options, community-centered research, international academic events, and conventions.
There were several directions in which these good practices could be implemented as follows. International venues: Norma Shorty emphasized the importance of Indigenous.
Peoples speaking for themselves in decision-making spaces. She noted the lack of representation of Indigenous Peoples at the Edinburgh ASSW event and stressed the need for a strong presence at the upcoming ASSW Aarhus conference. Norma highlighted that creating space for Indigenous Peoples and Indigenous Knowledge (IK) should be a priority. She also pointed out that art has played a transformative role in elevating Indigenous Knowledge. Tatiana Degai expressed interest in organizing an Indigenous Pavilion and supporting the Ainu people in their sovereignty efforts during the ASSW in Japan in 2027. She noted the presence of Indigenous Peoples with PhDs but observed a lack of traditional knowledge holders in key discussions during the previous ASSW. Matthew Druckenmiller highlighted IASC’s influence on local committees and its involvement in planning the upcoming conference in Japan. He suggested that including university administrators could help bring institutions on board with Indigenous initiatives.
International initiatives: Tatiana highlighted the significance of the Indigenizing Arctic Research project, which successfully brought together knowledge holders and artists without imposing formal academic requirements. Norma mentioned that her daughter is involved in teaching teachers how to engage with Indigenous Knowledge in the right way. She noted that credit for such programs can come from UArctic. Vera and Tanya highlighted the time-intensive nature of community engagement initiatives.
Academic spaces: Tatiana mentioned the position of an Indigenous steward at the University of Victoria (UVic), who is responsible for taking care of native plants and provides a model for integrating Indigenous stewardship into institutional frameworks. Vera mentioned a summer school program that brings together community members, scientists, and artists to foster collaborative learning and interaction. Andrey suggested leveraging funds and support from organizations like the International Arctic Science Committee (IASC) to ensure the success of initiatives such as the Indigenous Pavilion. Norma runs a culture camp in the Yukon that integrates natural gardens as cultural sites and focuses on teaching learners the correct ways to engage with Indigenous Knowledge. The camp also sets clear expectations for researchers, including bringing financial support and necessary gear. Norma mentioned potential sites such as Fish Lake and Skyline Ranch, the latter of which supports First Nations through rental income and offers facilities like dogs and horses. Educational initiatives such as culture camps and summer schools should continue to prioritize the involvement of Indigenous Knowledge holders and artists. Proposals for funding should be submitted promptly to ensure program sustainability.
Universities and research organizations should work closely with Indigenous communities to align research objectives with community needs. Expectations should be clearly communicated, including financial and logistical contributions from researchers. Sustainable practices, such as the composting model in Whitehorse, should be documented and shared as best practices. Natural gardens and ocean-focused camps, such as those in Sitka, can serve as additional sites for immersive learning experiences.
The discussions and initiatives outlined in this report underscore the importance of Indigenous representation, collaboration, and the integration of Indigenous Knowledge in research, education, and cultural events. By securing funding, fostering partnerships, and prioritizing community engagement, these efforts can create meaningful and transformative opportunities for Indigenous Peoples and their knowledge systems.