Thesis Defence: Application of Gadamer’s Hermeneutics to Indigenous Traditional Ecological Knowledge (TEK)

Segyu Fabian Lim, supervised by Dr. Catherine Broom, will defend their thesis titled “Application of Gadamer’s Hermeneutics to Indigenous Traditional Ecological Knowledge (TEK)” in partial fulfillment of the requirements for the degree of Master of Arts in Education.

An abstract for Segyu Fabian Lim’s thesis is included below.

Defences are open to all members of the campus community as well as the general public. Please email catherine.broom@ubc.ca to receive the Zoom link for this defence.

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Abstract

This study examines the necessity of and strategies for integrating Indigenous Traditional Ecological Knowledge (TEK) with Gadamer’s hermeneutics in teacher education. By applying Gadamerian concepts, it explores TEK’s potential to foster identity development through transformative ideas like ‘becoming mosses,’ sustainability, and Equity, Diversity, and Inclusion (EDI). The findings propose an innovative framework that bridges Indigenous and Western knowledge systems, advancing ecological and educational practices.The research objectives are to investigate the trends and challenges in applying TEK to science education and implementing EDI in classrooms. Additionally, this study examines the implications and strategies of Gadamer’s hermeneutics for incorporating TEK into teacher education as a vital component for enhancing science education and EDI.

The methodology adopted in this thesis includes a Literature Review/Research Synthesis, supported by Case Study and Grounded Theory approaches. This research utilizes intrinsic, instrumental, and collective case studies, along with Open Coding, Axial Coding, and Selective Coding processes to analyze TEK within teacher education. The analysis demonstrates that integrating TEK into science education, guided by Gadamer’s hermeneutics, redefines science as a cultural entity and encourages teachers to develop a decolonial understanding. TEK bridges Indigenous and Western knowledge systems, addressing systemic EDI challenges and fostering ethical collaborations. Gadamerian strategies, including Inquisitive Literacy, Experiential Insight, and Aesthetic Sensitivity, offer practical frameworks for teacher education, empowering non-Indigenous educators to navigate cultural divides and advance inclusive, sustainable education.

The findings underscore the Eco-Pilgrim as an ideal model in TEK education, highlighting the potential of localized TEK curricula to inspire meaningful change. It emphasizes the necessity of a pluralistic approach in teacher education, integrating the concepts of ‘becoming localized,’ ‘becoming indigenized,’ and ‘becoming Indigenous.’ This framework equips educators to cultivate ethical, ecological, and cultural understanding, bridging Indigenous and Western knowledge systems while promoting sustainability and inclusivity in education.

The thesis introduces the concept of ‘becoming mosses,’ rooted in Indigenous understanding, to integrate key ideas such as Gadamer’s Hermeneutics, TEK, decolonization, and post-colonialism into a transformative framework for teacher education. By addressing sustainability and EDI, it bridges Indigenous and Western knowledge systems, nurturing inclusivity and ecological responsibility.