TELLING STORIES AT THE INTERSECTION OF PALEONTOLOGY AND CULTURE TO ENHANCE LEARNING FOR ALL IDENTITIES

The study of the fossil record, when it comes to stories of discovery, historical interpretations of fossils, or how paleontological resources have been used is dominated by Eurocentric or Western perspectives. Too often stories that better represent the diversity of our world are untold even though such examples can be found at the intersection between paleontology and culture. Pedagogy that is culturally responsive is not widely used in geosciences, yet it is well-documented as effective in improving engagement and retention of underrepresented groups. Paleontology has much room to grow in adopting this approach, especially in bridging relevant connections to learning about the fossil record in a way that is more inclusive of intersectional identities. Interest in broadening participation continues to increase, yet resources that highlight connections to paleontology through a cultural lens are not readily available. Our goal is to contribute to the need for increased visibility of diverse stories that help to decolonize the narrative by developing resources that demonstrate connections to paleontology through broader cultural contexts. Topics uncovered in our research include a) interpretations of fossils, myths, or legends about fossils from Indigenous groups; b) use of fossils or ancient biota by different cultures; c) names of fossils, symbolic fossils, and places named for fossils that represent a multitude of languages; d) discovery, ownership, and ethical issues related to fossils, of which many examples of appropriation are known; e) contributions to paleontology from individuals apart from the predominantly male, white gaze that is usually presented; and f) Traditional Ecological Knowledge and cultural significance of species in addressing conservation and the ongoing biodiversity crisis of the sixth extinction. There are numerous ways in which educators can work to improve instruction that better supports all identities. We hope that by raising awareness of stories through materials developed from our work, we can help to improve how the scientific community, educators, and the general public learn about fossils by bridging connections to identity through culture. Being more intentional about incorporating diverse stories into learning paleontology could have long-lasting impacts.