In this article, we explore how Indigenous knowledges can be used to inform scienceeducation and the development of school science curricula and pedagogy. Specifically,we explore how the concept of animating Indigenous knowledges (performingIndigenous identities, languages, and cultures and values) can be used forconstructing pluralistic science classrooms. Finally, we present the notion of criticalthinking in science education and discuss the issues surrounding criticality andpossibilities for incorporating Indigenous epistemologies and ontologies into teachingand learning practices.