Culturally sustaining pedagogy in an outdoor environmental science education program to support high school students’ identities as Indigenous people and scientists

• Published in: Journal of geoscience education 2024, Vol.72 (2), p.119-133
• Main Authors: Eitel, Karla B., Wheeler, Alicia, Seven, Kay, Pinkham, Josiah, Cavazos Cohn, Teresa, Uh, Christina, White Temple, Ethan, Davis, Melinda, McFarland, Joyce, Eitel, Jan, Carter, Marcie, Dixon, Raymond, Vierling, Lee
• Format: Article
• Language: English
• Subjects: Colleges & universities; Environmental science; Fisheries; High School Students; Indigenous knowledge; Indigenous peoples; Knowledge; Labor Force Development; Natural resource management; Natural resources; Pedagogy; Resource management; Science education; Science Instruction; Skills; STEM education; Students; Technical education; Tribes
• ISSN: 1089-9995; 2158-1428
• DOI: 10.1080/10899995.2023.2228170

This collaboration between the Nez Perce Tribe and the University of Idaho aimed to address the unique needs and perspectives required for Tribal Natural Resources Management (TNRM). TNRM involves the governance and caretaking of the land and waters, emphasizing the recognition of cultural significance, sovereignty, self-determination, and traditional knowledge systems. A workforce development program was created, focusing on Fisheries, Forestry, and Fire Management, while being grounded in Indigenous knowledge, Indigenous STEM identities, and culturally sustaining pedagogy. The philosophical foundations of the program emphasized the importance of integrating Indigenous knowledge and learning approaches alongside technical skills. By broadening the conceptions of “what counts” in science, students were encouraged to recognize the value of Indigenous knowledge and develop a sense of responsibility toward caring for the Land and waters. Data collected from the program revealed its success in helping students connect Indigenous ways of knowing to their understanding of STEM. Students found meaning in Indigenous knowledge as a means to perpetuate Nimiipuu lifeways, while also recognizing the utility of Western STEM. The involvement of Elders and Native professionals as teachers in the STEM curriculum highlighted the importance of intergenerational knowledge transmission. By combining Indigenous ways of knowing with technical skills, the program successfully laid the groundwork for students to become future leaders in Tribal Natural Resources Management, equipped with the necessary cultural, environmental, and scientific expertise to caretake Lands and waters effectively.