24-3 “The Science of Place” Resource Guide

Volume 24, No. 3 - Spring 2013
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Over the past few hundred years, Western science has considered Indigenous knowledge about our natural surroundings as an entirely separate way of viewing the world. In recent years that has started to change, as Native students, scientists, and writers communicate with the public about traditional knowledge. Increasingly, scientists and academics have acknowledged the crucial role Indigenous knowledge plays in our understanding and protection of the environment.

Readers may be interested to read the Resource Guide from the TCJ issue on climate change: http://tribalcollegejournal.org//archives/12590

Sources

Adams, E., & Smith, G. (2008). Air toxics under The Big Sky: A real-world investigation to engage high school science students. Journal of Chemical Education, 85 (2), 221.

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Aikenhead, G. (1995). Towards a First Nations cross-cultural science and technology curriculum for economic development, environmental responsibility, and cultural survival. Paper presented at the International Organization for Science and Technology Education Conference, Edmonton, Alberta.

Aikenhead, G. (1997). Towards a first nations cross-cultural science and technology curriculum. Science Education, 81, 217–238.

Aikenhead, G., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2, 539-620.

Ambler, M. (1998). Land-based colleges offer science students a sense of place. Tribal College Journal, 10(1), 6-8.

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Andrews, T.D. (1988). Selected bibliography of native resource management systems and native knowledge of the environment. In M. Freeman & L. Carbyn (Eds.), Traditional knowledge and renewable resource management in northern regions (pp. 105–124). Edmonton: Occasional Publication-Boreal Institute for Northern Studies, University of Alberta.

Barnhardt, R., & Kawagley, A. (1998). Culture, chaos and complexity: Catalysts for change in Indigenous education. Report available on microfiche at the University of Alaska – Fairbanks, Alaska Native Knowledge Network.

Berardi, G., Duran, P.H., Gonzalez-Plaza, R., Kinley, S., Robbins, L., Williams, T., et al. (2002). Science and environmental education in tribal homelands. Environmental Practice, 4 (2), 70-71.

Berkes, F. (1988). Environmental philosophy of the Chisasibi Cree people of James Bay. In Freeman, M.M.R. and Carbyn, L.N. (Eds.). Traditional knowledge and renewable resource management in northern regions (pp. 7-21). Edmonton: Boreal Institute for Northern Studies.

Berkes, F., Colding, J., & Folke, C. (2000). Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications, 10, 1251-1262.

Berkes, F., & MacKenzie, M. (1978). Cree fish names from eastern James Bay, Quebec. Arctic, 31, 489–495.

Bolman, J., & Nall, J. (2005). South Dakota Space Grant Consortium: Balancing indigenous earth system and space science with western/contemporary science. American Geophysical Union, Spring Meeting. Online at The Smithsonian/NASA Astrophysics Data System: http://adsabs.harvard.edu/abs/2005AGUSMED13D..01B

Cajete, G.A. (1994). Look to the mountain: An ecology of Indigenous education. Durango, CO: Kivaki Press.

Cajete, G.A. (1999). Igniting the spark: An Indigenous science education model. Skyland, NC: Kivaki Press.

Christie, M.J. (1991). Aboriginal science for the ecologically sustainable future. Australian Science Teachers Journal, 37, 26–31.

Cochran, P.L., & Geller, A.L. (2002). The melting ice cellar: What native traditional knowledge is teaching us about global warming and environmental change. American Journal of Public Health, 92, 1404-1409.

Colorado, P. (1988). Bridging native and western science. Convergence, 21, 49–58.

Davis, S.A., & Jerome, D. (1992). Turtle Mountain’s college for kids: The Turtle Mountain Reservation becomes a living laboratory for Indian students. Tribal College Journal, 3(3), 14-15.

Davis, S.M., & Reid, R. (1999). Practicing participatory research in American Indian communities. The American Journal of Clinical Nutrition, 69, 7555-7595.

Deloria, V. (1993). Tribal colleges and traditional knowledge. Tribal College Journal, 5(2), 31-32.

Eisner, W.R., Hinkel, K.M., Cuomo, C.J., & Beck, R.A. (2012). Environmental, cultural, and social change in Arctic Alaska as observed by Iñupiat elders over their lifetimes: A GIS synthesis. Polar Geography. 1-11. iFirst article available online at: http://www.tandfonline.com/doi/abs/10.1080/1088937X.2012.724463#preview

Freeman, M., & Carbyn, L. (Eds.). (1988). Traditional knowledge and renewable resource management in northern regions. Edmonton: Occasional Publication-Boreal Institute for Northern Studies, University of Alberta.

Gadgil, M., & Berkes, F. (1991). Traditional resource management systems. Resource Management and Optimization, 18, 127–141.

Garrison, E.R. (2007). The Diné Educational Philosophy (DEP) and its incorporation into the Associate of Science Degree Program in Public Health at Diné College. Journal of Interprofessional Care, 21(2), 64-78.

Grossman, Z., & Parker, A. (Eds.). (2012). Asserting Native resilience: Pacific Rim Indigenous nations face the climate crisis. Corvalis: Oregon State University Press.

Hassle, C.A. (2004). Can diversity extend to ways of knowing?: Engaging cross-cultural paradigms. Journal of Extension, 42(2). Available online only at: http://www.joe.org/joe/2004april/a7.php

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Huntington, H. (2000). Using traditional ecological knowledge in science: Methods and applications. Ecological Applications, 10, 1270-1274.

Inglish, J. T. (Ed.). (1993). Traditional ecological knowledge: Concepts and cases. Ottawa, Ontario: International Development Research Centre.

Johannes, R. E. (1993). Integrating traditional ecological knowledge and management with environmental impact assessment. In J. Inglis (Ed.), Traditional ecological knowledge: Concepts and cases (pp. 33–41). Ottawa: International Development Research Centre.

Johnson, M. (Ed.). (1992). Lore: Capturing traditional environmental knowledge. Ottawa, Ontario: International Development Research Centre.

Kawagley, A. (1990). Yupiaq ways of knowing. Canadian Journal of Native Education, 17, 5–17. Kawagley, A., & Barnhardt, R. (1998). Education indigenous to place: Western science meets Native reality. Opinion piece available on microfiche at the University of Alaska – Fairbanks.

Kawagley, A., & Norris-Tull, D. (1995). Incorporation of the worldviews of indigenous cultures: A dilemma in the practice and teaching of western science. Paper presented at the Third International History, Philosophy, and Science Teaching Conference, Minneapolis, MN. No longer available online at Education Resources Information Center (ERIC): http://www.eric.ed.gov/PDFS/ED391693.pdf

Kawagley, A., Norris-Tull, D., & Norris-Tull, R. (1998). The indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science. Journal of Research in Science Teaching, 35(2), 133-144.

Kimmerer, R.W. (2002). Weaving traditional ecological knowledge into biological education: A call to action. BioScience, 52, 432-438.

Kostelnick, J.C., Rowley, R.J., McDermott, D., & Bowen, C. (2009). Developing a GIS program at a tribal college. Journal of Geography, 108(2), 68-77.

Krupnik, I., & Jolly, D. (Ed.). (2002). The Earth is faster now: Indigenous observations of Arctic environmental change. Fairbanks, AK: Arctic Research Consortium of the United States.

LaDuke, W. (1994). Traditional ecological knowledge and environmental futures. Colorado Journal of International Environmental Law and Policy, 5, 127.

Lambert, L. (2003). From ‘savages’ to scientists: Mainstream science moves toward recognizing traditional knowledge. Tribal College Journal, 15(1), 10-13.

Nelson, M.K. (Ed.). (2008). Original instructions: Indigenous teachings for a sustainable future. Rochester: Inner Traditions / Bear and Company.

Peterson, D.L., & Johnson, D.R. (1995). Human ecology and climate change: People and resources in the Far North. Washington, D.C.: Taylor and Francis.

Pierotti, R., & Wildcat, D. (2000). Traditional ecological knowledge: The third alternative (commentary). Ecological Applications, 10, 1333-1340.

Pinkerton, E. (Ed.). (1989). Co-operative management of local fisheries: New directions for improved management and community development. Vancouver: University of British Columbia Press.

Pomeroy, D. (1994). Science education and cultural diversity: Mapping the field. Studies in Science Education, 24, 49–73.

Rattling Leaf, J. (2008). Utilizing a Lakota worldview to develop science and cultural leadership for a new generation: A tribal college and university case study. Archived at The Smithsonian/NASA Astrophysics Data System. http://adsabs.harvard.edu/abs/2008AGUFMED23A0636R

Scientific Panel for Sustainable Forest Practices in Clayoquot Sound. (1995). First Nations perspectives relating to forest practices standards in Clayoquot Sound. Victoria, British Columbia: Cortex Consultants.

Semken, S., & Freeman, C.B. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92, 1042-1057.

Smith, H.A., & Sharp, K. (2012). Indigenous climate knowledges. Wiley Interdisciplinary Reviews: Climate Change, 3(5), 467-476.

Snively, G., & Corsigia, J. (2001). Discovering Indigenous science: Implications for science education. Science Education, 8, 6-34.

Taylor, A., Gadsden, D., Kerski, J., & Guglielmo, H. (2012). Tribal GIS: Supporting Native American decision making. Redlands: ESRI Press.

Tierney, W.G. (1991). Native voices in academe: Strategies for empowerment. Change: The Magazine of Higher Learning, 23(2), 36-44.

Trant, A., Jacobs J.D., & Sable, T. (2012). Teaching and learning about climate change with Innu Environmental Guardians. Polar Geography, 35 (3-4), 229-244.

Tsosie, R. (1996-1997). Tribal environmental policy in an era of self-determination: The role of ethics, economics and traditional ecological knowledge. Vermont Law Review, 21, 225.

Van Lopik, W. (2012). Traditional ecological knowledge in the tribal college classroom. Journal of Environmental Studies and Sciences, 2, 341-345.

Ward, T.J., Vanek, D., Marra, N., Holian, A., Adams, E., Jones, D., et al. (2008). The Big Sky model: A regional collaboration for participatory research on environmental health in the rural West. Journal of Higher Education Outreach and Engagement, 12(3), 103-115.

Wildcat, D. (2008). We are all related: Indigenous people combine traditional knowledge, geo-science to save the planet. Tribal College Journal, 20(2), 24-27.

Wildcat, D. (2009). Red alert: Saving the planet with Indigenous knowledge. Golden, CO: Fulcrum Publishing.

Zwick, T.T., & Miller, K.W. (1996). A comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 35(2), 1-9.

Organizations

American Indian and Alaska Native Climate Change Working Group
Haskell Indian Nations University
155 Indian Avenue, Lawrence, KS 66046
(785) 832-6677
http://www.haskell.edu/climate/

Indigenous Environmental Network (Native Energy and Climate Program)
P.O. Box 485, Bemidji, MN 56619
(218) 751-4967
ienergy@igc.org or ien@igc.org www.ienearth.org

International Institute for Indigenous Resource Management
444 South Emerson Street, Boulder, CO 80209-2216 (303) 773-0481
www.iiirm.org

Tribes and Climate Change. Website of the Institute for Tribal Environmental Professionals at Northern Arizona University P.O. Box 15004, Flagstaff, AZ 86011
(928) 523-1488
http:///www4.nau.edu/tribalclimatechange