<p>Science education has long elevated experimentalism as the universal standard of rigor, marginalizing both the historical sciences and Indigenous knowledge traditions. In this paper I argue that equity requires epistemic inclusion: legitimizing diverse reasoning strategies (e.g., retrodiction, abduction, consilience, narrative reasoning, and multiple working hypotheses) that underpin geology, evolutionary biology, and climate science and that resonate with, though do not exhaust, the inferential logics of many Indigenous knowledge systems. Through cases of the 1700 Cascadia earthquake, the Mazama eruption, and the Smong tsunami tradition, I show how oral histories function as rigorous accounts of the past, and how their dismissal constitutes both testimonial and hermeneutical injustice. I also emphasize that Indigenous epistemologies include practices such as storytelling, ceremony, and relational accountability that do not map neatly onto Western categories but remain epistemically robust in their own terms. I conclude by considering the pedagogical implications of this broader view of science, pointing to ways that classrooms can better prepare students to evaluate historical claims central to climate change, natural hazards, and biodiversity loss.</p>