A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education
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| Title: | A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education |
|---|---|
| Language: | English |
| Authors: | Kathryn Gardner-Vandy (ORCID |
| Source: | Review of Educational Research. 2026 96(3):985-1013. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Aeronautics and Space Administration (NASA) |
| Contract Number: | 80NSSC21M0005P00001 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education Postsecondary Education |
| Descriptors: | Literature Reviews, Indigenous Knowledge, Educational Research, Preschool Education, Elementary Secondary Education, Postsecondary Education, American Indians, Cultural Awareness, Science Education, Science Curriculum, Content Analysis, Educational Methods, Curriculum Development |
| DOI: | 10.3102/00346543251329570 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | Two-Eyed Seeing (TES) is a pedagogical approach with the potential to interweave Indigenous ways of knowing and Western sciences into P-20 education to increase Indigenous students' engagement with the content. Presented here is a systematic mapping literature review on the TES pedagogical approach in P-20 educational settings to examine the trends in peer-reviewed literature on the subject. Specifically, the systematic mapping literature review sought to: (1) better characterize the peer-review literature in terms of publication outlets, geographic locations, content, and educational contexts; (2) determine what peer-reviewed literature reveals about the effectiveness of using a TES approach in a P-20 educational setting; and (3) determine what peer-reviewed literature suggests as guidelines and challenges for P-20 educators to using a TES approach. The completed search revealed 13 articles, and those articles were analyzed via content analysis and analyzed for patterns. The result is a detailed listing of guidelines to aid educators in incorporating TES into the P-20 classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505376 |
| Database: | ERIC |
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