A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education

Area of Science:

• Educational Pedagogy
• Indigenous Knowledge Systems
• Science Education

Background:

• Two-Eyed Seeing (TES) offers a framework for integrating Indigenous ways of knowing with Western sciences.
• This approach holds potential for increasing engagement among Indigenous students in P-20 education.

Purpose of the Study:

• To systematically map the peer-reviewed literature on the Two-Eyed Seeing pedagogical approach in P-20 educational settings.
• To characterize publication trends, geographic distribution, content focus, and educational contexts.
• To identify the effectiveness, guidelines, and challenges associated with implementing TES in P-20 education.

Main Methods:

• A systematic mapping literature review was conducted.
• A comprehensive search identified 13 relevant peer-reviewed articles.
• Content analysis and pattern analysis were employed to examine the literature.

Main Results:

• The review characterized the landscape of TES literature in P-20 education.
• Key findings detail the effectiveness of TES in enhancing Indigenous student engagement.
• Identified challenges and practical guidelines for educators seeking to implement TES were compiled.

Conclusions:

• The systematic mapping provides a foundational understanding of TES research in P-20 education.
• The identified guidelines offer practical support for educators aiming to integrate TES.
• Further research can build upon this review to refine TES implementation and effectiveness studies.