This article explores Vanessa Anthony-Stevens and Sammy Matsaw’s paper “The productive uncertainty of Indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers”. That paper reports on a small qualitative study on how STEM students in the field of natural resources management react to the inclusion of Indigenous ways of knowing in their interdisciplinary research methodologies course. The authors are engaging contested intersections of knowledge that are notoriously difficult to negotiate. I argue that the inclusion of Indigenous ‘ways of knowing’ into the water resource management curriculum is based on Morgan’s (in: McKinley, Smith (eds) Handbook of indigenous education, Springer, Singapore, pp 111–128, 2019. https://doi.org/10.1007/978-981-10-3899-0) idea of the ‘guest paradigm’. At the same time, and in contrast, I also argue that the inclusion of Indigenous knowledge in the curriculum cannot just occur in the classroom but needs to be considered at an institutional and individual level as well. The project should be seen as a small step within a wider Indigenous agenda of decolonizing the Eurocentric curriculum.

中文翻译：

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文化界面张力：在学院里做土著工作

本文探讨了凡妮莎·安东尼·史蒂文斯（Vanessa Anthony-Stevens）和萨米·马索（Sammy Matsaw）的论文“在准备跨学科STEM研究人员时，土著和非殖民化方法的生产不确定性”。该论文报告了一项小规模的定性研究，该研究涉及自然资源管理领域的STEM学生如何对跨学科研究方法论课程中土著知识的吸收。作者参与的是有争议的知识交汇点，众所周知，这些交汇点很难谈判。我认为将土著的“了解方式”纳入水资源管理课程是基于摩根的（见：麦金利，史密斯（eds）土著教育手册，施普林格，新加坡，第111–128页，2019年。https：/ /doi.org/10.1007/978-981-10-3899-0）“来宾范式”的想法。与此同时，与此相反，我也认为，课程中不仅要包括土著知识，还需要在机构和个人层面上加以考虑。该项目应被视为非殖民化以欧洲为中心课程的更广泛的土著议程中的一小步。