An Indigenous Perspective of Western An Indigenous Perspective of Western Science: Decolonizing & RestructuringScience: Decolonizing & Restructuring

Jeff King, PhDJeff King, PhD

Center for Cross-Cultural ResearchCenter for Cross-Cultural ResearchWestern Washington UniversityWestern Washington University

Center for Cross-Cultural ResearchCenter for Cross-Cultural ResearchWestern Washington UniversityWestern Washington University

April 17, 2015April 17, 2015

William Demmert, 2001

William Demmert, 2001

ChallengeChallengeWays of Knowing and their Cultural Disconnects Ways of Knowing and their Cultural Disconnects

Before we move aheadBefore we move ahead, have we looked deep , have we looked deep enough into the implicit values of our science enough into the implicit values of our science and how they reflect upon the “space –in-and how they reflect upon the “space –in-between”?between”?

Standards created historically and currently are Standards created historically and currently are rooted in Western Scientific valuesrooted in Western Scientific values

What kind of impact does this have on non-What kind of impact does this have on non-Western European people?Western European people?

Question: Question: Why this Why this book title?book title?

Implies one must fightImplies one must fightto maintain one’s to maintain one’s cultural identity when cultural identity when engaging in scientific engaging in scientific research.research.

Why is this?Why is this?

A brief historical A brief historical analysis can shed analysis can shed light on why this light on why this happens to us.happens to us.

Origins of Western European Origins of Western European science and thought-science and thought-

Plato:Plato: Humans were capable of Humans were capable of obtaining “symbols” of truth obtaining “symbols” of truth through reason.through reason.

However, according to Plato, only ‘enlightened’ men However, according to Plato, only ‘enlightened’ men were capable of this kind of understanding!were capable of this kind of understanding!

The Greeks called everyone who was not like them The Greeks called everyone who was not like them “barbarians.” Meaning the “other” and regarded them “barbarians.” Meaning the “other” and regarded them as uncivilized, untamed, wild, and without morals.as uncivilized, untamed, wild, and without morals.

It follows, then, that taking from these “beasts”It follows, then, that taking from these “beasts”is not theft, but using it for the greater good.is not theft, but using it for the greater good.

In the Greek mind, it was like plunder from war.In the Greek mind, it was like plunder from war.Is it any different now?Is it any different now?

Is the attitude toward Native Indigenous people Is the attitude toward Native Indigenous people any different?any different?

-Divorced ways of knowing from all but the mind-Divorced ways of knowing from all but the mind-Became THE standard for knowledge attainment-Became THE standard for knowledge attainment-Became the basis for scientific methodology-Became the basis for scientific methodology-Created a dichotomy between people -Created a dichotomy between people

SuperiorSuperior InferiorInferiorThinkingThinking FeelingFeelingMenMen WomenWomenWhiteWhite Non-whiteNon-whiteFree menFree men SlavesSlavesMindMind Nature (Natural)Nature (Natural)HumanHuman AnimalAnimalObjectiveObjective SubjectiveSubjectiveCivilizedCivilized PrimitivePrimitive

Historical Consequences:Historical Consequences:

Women were excluded from academic pursuits—not allowed Women were excluded from academic pursuits—not allowed in institutions of higher learning because it was thoughtin institutions of higher learning because it was thoughtthey were not capable (Wertheim, 1995).they were not capable (Wertheim, 1995).

Nor were men of color or white servants for the same reason.Nor were men of color or white servants for the same reason.

G. Stanley Hall, while noted for his attempts to combatG. Stanley Hall, while noted for his attempts to combatbigotry, still said that ‘lower races’ are to be considered asbigotry, still said that ‘lower races’ are to be considered asstill at the ‘adolescent’ phase; they are ‘the world’sstill at the ‘adolescent’ phase; they are ‘the world’schildren and adolescents’ (p. 748), ‘Natural races are in thechildren and adolescents’ (p. 748), ‘Natural races are in theprocess of development’ (p. 719), (cited in, Richards, 2012,process of development’ (p. 719), (cited in, Richards, 2012,p. 26).p. 26).

““The 19The 19thth century ideal of ‘scientific objectivity’ now begins to century ideal of ‘scientific objectivity’ now begins to look like one aspect of the Olympian consciousness of that look like one aspect of the Olympian consciousness of that century’s white male elite.” (Richards, 2012, p. 35).century’s white male elite.” (Richards, 2012, p. 35).

Can we say this applies to the 21Can we say this applies to the 21stst century as well? century as well?

When the enlightenment set out to understand the When the enlightenment set out to understand the external world in objective termsexternal world in objective terms, apart from the inner , apart from the inner life of the knower, it took a tack away from the life of the knower, it took a tack away from the holistic education that had previously characterized holistic education that had previously characterized the Western academy and the classical traditions of the Western academy and the classical traditions of learning throughout the Middle East and Asia, an learning throughout the Middle East and Asia, an education that aspired to nurture both the inner and education that aspired to nurture both the inner and the outer (Coburn, 2005)…the outer (Coburn, 2005)…

““For the present, the indigenous For the present, the indigenous way of seeing things like traditional way of seeing things like traditional Indians is…incongruent with the Indians is…incongruent with the linear world [of science]. The linear world [of science]. The linear linear mind looks for cause and effectmind looks for cause and effect, , and the and the Indian mind seeks to Indian mind seeks to comprehend relationshipscomprehend relationships.” (Fixico, .” (Fixico, 2003, p. 8) -Seminole-Creek tribe.2003, p. 8) -Seminole-Creek tribe.

When  the late Vine Deloria, Jr., a respected When  the late Vine Deloria, Jr., a respected American Indian scholar, was asked during American Indian scholar, was asked during an interview about the fundamental an interview about the fundamental difference between the Western and difference between the Western and indigenous ways of life, he replied: indigenous ways of life, he replied: "I think "I think the primary difference is that Indians the primary difference is that Indians experience and relate to a living universe, experience and relate to a living universe, whereas Western people--especially whereas Western people--especially scientists--reduce all things, living or not, scientists--reduce all things, living or not, to objects." to objects." (Deloria, 2000) Lakota tribe(Deloria, 2000) Lakota tribe        

Plato

Francis BaconFrancis Bacon

GalileoGalileo RenéRené DescarteDescarte

Isaac NewtonIsaac Newton John DaltonJohn Dalton

AristotleAristotle

Charles DarwinCharles Darwin

G Stanley HallG Stanley Hall John Stewart MillJohn Stewart MillJohn LockeJohn Locke Charles PeirceCharles Peirce

Wilhelm Wundt - Wilhelm Wundt - father of father of psychology psychology

William James - William James - father of American father of American psychology psychology

Ivan Pavlov Ivan Pavlov

Sigmund Freud Sigmund Freud Carl JungCarl Jung

Carl RogersCarl RogersAbraham Maslow Abraham Maslow B. F. SkinnerB. F. Skinner

Western European Cultural ValuesWestern European Cultural Values

WHAT IS THE RELATIONSHIP HUMAN BEINGS HAVE TO THE REST OF WHAT IS THE RELATIONSHIP HUMAN BEINGS HAVE TO THE REST OF

THE WORLD (CREATION)?THE WORLD (CREATION)?

--SUPERIOR, POWER OVERSUPERIOR, POWER OVER

WHAT IS OUR RELATIONSHIP TO THE LAND?WHAT IS OUR RELATIONSHIP TO THE LAND?

-SEPARATE, TO BE CONQUERED, MASTERED-SEPARATE, TO BE CONQUERED, MASTERED

WHAT IS OUR BASIC ACTIVITY IN THE WORLD?WHAT IS OUR BASIC ACTIVITY IN THE WORLD?  

--DOINGDOING

WHAT IS OUR RELATIONSHIP TO TIME?WHAT IS OUR RELATIONSHIP TO TIME?

--FUTURE-ORIENTEDFUTURE-ORIENTED

WHAT IS OUR BASIS FOR SUCCESS?WHAT IS OUR BASIS FOR SUCCESS?

--PERSONAL GAIN, STATUS, WEALTH, PROPERTYPERSONAL GAIN, STATUS, WEALTH, PROPERTY

WHAT IS OUR SOURCE OF MOTIVATION?WHAT IS OUR SOURCE OF MOTIVATION?

--SELFSELF

WHAT ARE THE CHARACTERISTICS OF A HEALTHY PERSON?WHAT ARE THE CHARACTERISTICS OF A HEALTHY PERSON?

--Independent, Autonomous, Self-made, “I can do it myself”, Independent, Autonomous, Self-made, “I can do it myself”,

Assertive, Vocal, Self-confident, etc.Assertive, Vocal, Self-confident, etc.

VALUES OF WESTERN VALUES OF WESTERN SCIENTIFIC METHODOLOGYSCIENTIFIC METHODOLOGY

• Linear reasoningLinear reasoning

• Scientific methodScientific method

• Objective knowledgeObjective knowledge

• Assumes its science is superior to Assumes its science is superior to other ways of knowingother ways of knowing

• IndividualisticIndividualistic

• Mastery and control (power over)Mastery and control (power over)

People in the “superior to People in the “superior to creation” world view will creation” world view will see nature more as a see nature more as a curiosity and challenge to curiosity and challenge to tame or conquer and thus tame or conquer and thus approach the world with an approach the world with an attitude of superiority andattitude of superiority andview all of life as pointing view all of life as pointing to them. While, Indigenous People will approach to them. While, Indigenous People will approach life with a respectful and honoring attitude, and life with a respectful and honoring attitude, and view each aspect as containing meaning and view each aspect as containing meaning and lessons for living together, each aspect of life lessons for living together, each aspect of life having meaning in itself.having meaning in itself.

Reinhold Niebuhr stated that thoseReinhold Niebuhr stated that thosewho hold to power in this way assumewho hold to power in this way assumeboth moral and intellectual superiorityboth moral and intellectual superiorityover the “other.”over the “other.”

It follows that if one culture holds the “higher It follows that if one culture holds the “higher truth” then there is no need to try to understand truth” then there is no need to try to understand the “other.” Rather one would expect them to the “other.” Rather one would expect them to come around to your way of thinking and living. come around to your way of thinking and living. “Civilizing the Native” is an example of this “Civilizing the Native” is an example of this dynamic.dynamic.

“We want to develop EBT’s [Evidence Based Treatments] for individuals of diverse ethnicities and cultures, not only within our country or continent but for diverse peoples of the world.” (Kazdin, 2008, p. 208).

There are three major implications to this statement that reflect this sense of Western scientific

superiority: 1. “We” implies Western scientists; 2. “develop EBT’s …” implies that non-served

cultures have not developed effective practices; and, 3. implies that these countries and cultures have not been actively involved in addressing the psychological needs of their people over time.

This is all well-intentioned, yet extremely dangerous,

as it relegates all other ways of knowing to an inferior

status and ignores thousands of years by which ideas

from other cultures and countries successfully and effectively engaged in indigenous, non-western healing practices.

Non-WhiteNon-WhiteCultureCulture

Western European System

CULTURAL DYNAMIC RESULTING FROM WHITE CULTURAL DYNAMIC RESULTING FROM WHITE SUPERIORITY AND COLONIZATIONSUPERIORITY AND COLONIZATION

Carlisle Indian boarding school

Tuskegee menin syphilis study

Clearly, this is an imbalance of power:

•disrupts authentic communication•creates a superior-inferior dynamic•damages the well-being of the “inferior”•bolsters the status of the “superior”•creates distrust•subtly undermines the status of the

“inferior” culture•effects colonization (unawares)

Typical Indigenous Cultural Values

WHAT IS THE RELATIONSHIP HUMAN BEINGS HAVE TO THE REST OF THE WORLD (CREATION)?-EQUAL, SHARED POWERWHAT IS OUR RELATIONSHIP TO THE LAND?-LEARNERS, RESPECTFUL, FAMILYWHAT IS OUR BASIC ACTIVITY IN THE WORLD? -BEINGWHAT IS OUR RELATIONSHIP TO TIME?-PRESENT-ORIENTEDWHAT IS OUR BASIS FOR SUCCESS?-CONNECTION TO TRIBE, COMMUNITY, FAMILY, NATUREWHAT IS OUR SOURCE OF MOTIVATION?-OUR PURPOSE TO THE TRIBE, COMMUNITY, AND FAMILYWHAT ARE THE CHARACTERISTICS OF A HEALTHY PERSON?-INTERDEPENDENT, KNOWS HOW TO ACT IN RELATION TO OTHERS, QUIET, RESPECTFUL

The difference in world The difference in world views constitutes, at thisviews constitutes, at thistime, an insurmountable, time, an insurmountable, fundamental difference.fundamental difference.

Given these differences, Given these differences, we must re-evaluate ourwe must re-evaluate ouruse of scientific method use of scientific method in the context of non-in the context of non-Western cultures.Western cultures.

Scheurich & Young (1997) call this dynamic Scheurich & Young (1997) call this dynamic ““epistemological racism,” meaning that our epistemological racism,” meaning that our current range of research epistemologies—current range of research epistemologies—positivism to postmodernisms/ positivism to postmodernisms/ poststructuralisms—arise out of the social poststructuralisms—arise out of the social history and culture of the dominant race,history and culture of the dominant race,that these epistemologies logically reflect and that these epistemologies logically reflect and reinforce that social history and that racial reinforce that social history and that racial group (while excluding the epistemologies of group (while excluding the epistemologies of other races/cultures). Consequently, there other races/cultures). Consequently, there are inevitably negative results for people of are inevitably negative results for people of color in general and scholars of color in color in general and scholars of color in particular.particular.

They further state that the negative They further state that the negative consequences for the non-Western consequences for the non-Western scholar is that they must learn and scholar is that they must learn and become accomplished in the become accomplished in the epistemologies (ways of knowing) epistemologies (ways of knowing) that arise out of a history that has that arise out of a history that has historically been profoundly hostile historically been profoundly hostile to their race and that excludes or to their race and that excludes or ignores alternative culture-based ignores alternative culture-based epistemologies.epistemologies.

Western European Scientific ValuesWestern European Scientific Values

““Research ‘through imperial eyes’ describes an approach Research ‘through imperial eyes’ describes an approach

that assumes Western ideas about the most fundamental that assumes Western ideas about the most fundamental

things are the only ideas possible to hold, certainly the things are the only ideas possible to hold, certainly the

only rational ideas, and the only ideas which can make only rational ideas, and the only ideas which can make

sense of the world, of reality, of social life and of human sense of the world, of reality, of social life and of human

beings. It is an approach to indigenous peoples which still beings. It is an approach to indigenous peoples which still

conveys a sense of innate superiority and an conveys a sense of innate superiority and an

overabundance of desire to bring progress into the lives overabundance of desire to bring progress into the lives

of indigenous people—spiritually, intellectually, socially of indigenous people—spiritually, intellectually, socially

and economically.”-and economically.”-Linda Tuhiwai Smith (Ngati Awa/Ngati Linda Tuhiwai Smith (Ngati Awa/Ngati

Porou)Porou)

It is research which is imbued with an It is research which is imbued with an ‘attitude’ and a ‘spirit’ which assumes a ‘attitude’ and a ‘spirit’ which assumes a certain ownership of the entire world, and certain ownership of the entire world, and which has established systems and forms which has established systems and forms of governance which embed that attitude of governance which embed that attitude in institutional practices. These practices in institutional practices. These practices determine what counts as legitimate determine what counts as legitimate research and who count as legitimate research and who count as legitimate researchers. They tell us whether researchers. They tell us whether ourour research is “valid.” research is “valid.” .”-Linda Tuhiwai Smith .”-Linda Tuhiwai Smith (Ngati Awa/Ngati Porou)(Ngati Awa/Ngati Porou)

Western European Scientific ValuesWestern European Scientific Values

Miguel De La Torre describes that Miguel De La Torre describes that around the world and especially in the around the world and especially in the United States, United States, privileged students are privileged students are provided the opportunity to gain an provided the opportunity to gain an education from privileged scholars. education from privileged scholars. Structures such as this, De La Torre Structures such as this, De La Torre says, are not neutral. The dominant says, are not neutral. The dominant order promotes Eurocentric ethics order promotes Eurocentric ethics from generation to generation, and from generation to generation, and meanwhile, the poor and marginalized meanwhile, the poor and marginalized of the world fail to have their voice. of the world fail to have their voice.

Eurocentric scholars speak of ethics from their perspective in Eurocentric scholars speak of ethics from their perspective in an academic sense. Yet the privileged scholars cannot fully an academic sense. Yet the privileged scholars cannot fully appreciate the condition of the poor: their hunger, their thirst, appreciate the condition of the poor: their hunger, their thirst, their monotony, their struggle. Instead, De La Torre declares their monotony, their struggle. Instead, De La Torre declares that that it is those doing ethics at the margins of power and it is those doing ethics at the margins of power and privilege that concentrate on practical praxis [everyday life] privilege that concentrate on practical praxis [everyday life] behavior and actions towards [social] justice behavior and actions towards [social] justice (Knabb, 2005).(Knabb, 2005).

The Effects of ColonizationThe Effects of Colonization• Colonized our land: possessed, renamed, reframed Colonized our land: possessed, renamed, reframed

the relationship to the landthe relationship to the land

• Colonized our tribes: took control over through Colonized our tribes: took control over through genocide, coercion, even renaming who we call genocide, coercion, even renaming who we call ourselves!ourselves!

• Colonized our language Colonized our language

• Colonized our knowledgeColonized our knowledge

• Colonized our thinkingColonized our thinking

• Colonized our healing waysColonized our healing ways

Non-WesternNon-WesternCulturesCultures

Western Western European European ScienceScience

CULTURAL DYNAMIC RESULTING FROM CULTURAL DYNAMIC RESULTING FROM EPISTEMOLOGICAL SUPERIORITY—Power EPISTEMOLOGICAL SUPERIORITY—Power and uni-directionality.and uni-directionality.

We will study you fromWe will study you fromour point of view. our point of view.

You needYou needto come aroundto come aroundto our way of thinking.to our way of thinking.

Consequences:Consequences:

Disparities in mental health service delivery, Disparities in mental health service delivery, quality, usage, & outcomes have not quality, usage, & outcomes have not decreased in the least in the past 25 years decreased in the least in the past 25 years

(Isaacs, Huang, Hernandez & Echo-Hawk, 2005; The President's New (Isaacs, Huang, Hernandez & Echo-Hawk, 2005; The President's New Freedom Commission on Mental Health, 2003).Freedom Commission on Mental Health, 2003).

Are “cultural adaptations” simply Are “cultural adaptations” simply Western therapies dressed up in Western therapies dressed up in culture?culture?

WHAT IS TO BE DONE?WHAT IS TO BE DONE?

There is a need to support and accept the There is a need to support and accept the emergence of other epistemologies.emergence of other epistemologies.

““Research needs to be based on the reality ofResearch needs to be based on the reality ofour [Hopi] existence as we experience it, notour [Hopi] existence as we experience it, notjust from the narrow and limited view ofjust from the narrow and limited view ofAmerican universities carried over from GermanAmerican universities carried over from Germanresearch tradition.” research tradition.”

(Hopi Tribal Chairman, Vernon Masayesva)(Hopi Tribal Chairman, Vernon Masayesva)

Western science needs to become de-Western science needs to become de-centralized—move off its center and its notionscentralized—move off its center and its notionsof superiority.of superiority.

A greater openness by science for otherA greater openness by science for otherepistemologies must emerge, with the epistemologies must emerge, with the recognition that they are to be treated withrecognition that they are to be treated withequal respect.equal respect.

Our ethics must be anchored in the ethics ofOur ethics must be anchored in the ethics ofthe oppressed, not the elite.the oppressed, not the elite.

Cultural competence is first and foremost an attitude.Cultural competence is first and foremost an attitude.

To be truly cross-cultural we must become familiar with To be truly cross-cultural we must become familiar with other ways of knowing and being.other ways of knowing and being.

We must disentangle ourselves from the existing dominantWe must disentangle ourselves from the existing dominant narratives and seek to understand from a broader perspective.narratives and seek to understand from a broader perspective.

We need to examine our own relationship to space and time.We need to examine our own relationship to space and time.

What kind of energy do we exhibit in the space we inhabit andWhat kind of energy do we exhibit in the space we inhabit and in our relationships?in our relationships?

We need to examine our relationship to power, examine We need to examine our relationship to power, examine whether we truly listen or easily dismiss other ways of knowing.whether we truly listen or easily dismiss other ways of knowing.

We must anchor ourselves in a foundation of social justice.We must anchor ourselves in a foundation of social justice.

Practice-Based Evidence (PBE)Practice-Based Evidence (PBE) PBE started as a way to organize our thinking about PBE started as a way to organize our thinking about

the role of culture in treatment & evidence-building – the role of culture in treatment & evidence-building – the use of the initials “PBE” was an intentional flip of the use of the initials “PBE” was an intentional flip of the “EBP”, PBE work was serious in nature, but also the “EBP”, PBE work was serious in nature, but also employed social marketing as a way to stimulate employed social marketing as a way to stimulate broader thinking . broader thinking .

Practice-Based Evidence is defined as a range of Practice-Based Evidence is defined as a range of treatment approaches and supports that emerge from treatment approaches and supports that emerge from the community or culture that are recognized as the community or culture that are recognized as effective.effective.

It is also an attempt to bring the locus of healing back It is also an attempt to bring the locus of healing back into the community and a reversal of historical into the community and a reversal of historical implementation of services of care.implementation of services of care.

Mvto! (Thank you.)Mvto! (Thank you.)