INDIGENOUS GEOSCIENCE LEARNING: COMMUNITY-CENTERED GEOSCIENCE EXPERIENCES AND CURRICULUM

In an effort to address the need for culturally appropriate geoscience research and education Traditional Ecological Knowledge (TEK) is being coupled with Science Technology Engineering and Math (STEM), specifically geoscience to highlight issues Native American/Alaska Native (AN/NA) communities are experiencing around food sovereignty due to environmental and climate impacts. This study emphasizes the importance of geoscience in environmental sustainability and monitoring and the interconnectedness of geoscience in food sovereignty. Questions considered weave together geoscience research with sustaining traditional foods by asking 1- how does geoscience research impact Indigenous food sovereignty?), 2- what geoscience research is being done with tribal nations to monitor environmental health and sustainability?, 3- why is geoscience research important for tribal nations? 4- what do you need or want to know about coupling TK with geoscience? 5- why is food sovereignty important?

Findings of this project will aid in the preservation of TK information and develop best practices for engaging in research with tribal communities. This project allows for the development of a catalogue of TK from the Haida community allowing us to capture historical and traditional knowledge allowing for the creation of culturally relevant curriculum for the Haida community. Documentation was conducted by interviewing community elders and leaders. Interviews were audio-recorded and transcribed, in addition to photos of plants and animals relevant to Haida culture. The database generated is being used to create TEK - STEM curriculum. Lesson plans are continuously being developed.