Volume XII Winter 2000 Issue #2
RESOURCE GUIDE
Culturally relevant resources for environmental science instructors
By Dale Engstrom
As noted in previous Resource Guides in the Tribal College Journal, it has always been difficult to find resource materials with cultural content for teaching environmental sciences in the tribal college setting. Although limited, we are just rounding the corner and finding more of these materials. Most of these newest resources are found on the Internet. Textbooks have become more environmentally oriented and therefore more sensitive to the needs of the Earth and her systems. Some texts have even started to include a few references to tribal traditional ways of dealing with the environment.However, the texts have not caught up with the worldwide web. The most interesting sources for new teaching materials are from the rapidly increasing indigenous internet sites with links to science resources. Native American communities have empowered the internet as an effective communication device and are using it to their own ends.
WEB SITES
Native American perspectives, Traditional Ecological Knowledge, and ecology:Native Americans and the Environment
This excellent website is provided by a nonprofit group to educate the public about environmental problems in Native American communities, to explore Native American values and historical experiences on environmental issues, and to promote conservation practices that respect Native American lands and resources. Topics include historical-cultural issues, energy, social justice, fisheries and forestry, treaty rights, management and conservation, and ecotourism. Cyberlinks to many other fascinating places are provided.
http://conbio.rice.edu/nae/index.html
Native Americas
The Native Americas journal provides an indigenous viewpoint in articles about issues in the Western Hemisphere. The journal is produced by Cornell University and is usually very current. A subscription version is also available.
http://nativeamericas.aip.cornell.edu/Default2.html
Alaska Native Knowledge Network
The Alaskan Native Knowledge Network is a website produced by the Alaskan Federation of Natives, a coalition of five Alaskan tribes, through National Science Foundation funding to promote the teaching of traditional ecological knowledge and preserving the traditions of these peoples. This website contains a variety of environmental articles with local concerns. There are also a few cyberlinks to other websites.
http://www.ankn.uaf.edu/tek.html
The Inuit Circumpolar Conference
This conference was convened to consider the integration of two ways of knowing, traditional indigenous knowledge and scientific knowledge. The text from this conference considers the value of each of these ways and the methods to integrate the two ways. Integration was put to the test using real environmental issues in the Arctic.
http://www.inusiaat.com/tek.html
Dene Traditional Ecological Knowledge (TEK)
The Canadian Arctic Resources Committee provides this excellent website to explore the Dene Traditional Knowledge and the relationship of TEK to ecosystems and environmental issues. Most of the articles come from Northern Lights, a quarterly journal that is available by subscription or through this website. Information also comes from books, briefs, and papers.
http://www.carc.org/pubs/
Bridging Traditional Ecological Knowledge and Ecosystem Science
This website from Northern Arizona University (Flagstaff, AZ) offers the proceedings from this conference about traditional ecological knowledge in the forest ecosystem. The website has a fair table of content and ordering information.
http://www.for.nau.edu/TEK-SCIConf/proceedings.html
Conservation Ecology
The Resilience Alliance at the University of Florida maintains this website to provide access to Conservation Ecology, a journal with very timely articles. This website is not tribal (not TEK) but is very relevant.
http://www.consecol.org/Journal/
An article you should not miss discusses the two cultures of ecology, analytical and integrative, and the impact of the ecological approach on the environment.
http://www.consecol.org/Journal/vol2/iss2/art4/
Ecology and Climate Change of Glacier National Park
An excellent website provided by the park with a wide assortment of information. For example, you can see remote camera pictures of grizzly bears in the bear DNA project, take an electronic field trip, and look into the park's research projects, including global climatic changes in the park and mountain landscape ecology. You can see the succession of vegetation in the park over a hundred years as part of a project to predict the impact of climatic change. This site also provides good links to other research sites and national parks around the country.
http://www.mesc.usgs.gov/glacier/
Midcontinent Ecological Science Center (MESC)
The U.S. Geological Survey (USGS) documents and disseminates the results of their research here. This site provides information about current research projects, publications available, and even some metadata. The website features the Children's Butterfly Site and the Boreal Toad Site. It provides really good internet cyberlinks to many other sites of similar interest.
http://www.mesc.usgs.gov/index_research.html
Earth, Sky, and Climatic Changes
Earthshots: Satellite Images of Environmental Change
This excellent site provided by the USGS gives access to satellite images of environmental trouble spots around the world. Most of these sites have before-and-after photos that clearly demonstrate humans' influence on the planet.
http://edcwww.cr.usgs.gov/earthshots/slow/tableofcontents
EPA Land Atlas
The Environmental Protection Agency provides an atlas of maps that covers nearly all of the environmental aspects of the United Sates, including landscape types, eco-regions, wetlands, land use and cover, pesticide usage, and life expectancy maps.
http://www.epa.gov/ceisweb/ceishome/atlas/nationalatlas/landatlas.html
Land Use History of North America
This USGS website explains the land use history of the Colorado Plateau. The site is divided into subsections that are each goldmines of environmental information. I particularly liked Southwestern U.S. paleo-ecology with before-and-after photographs demonstrating changes in New Mexico vegetation over the decades. Other titles include Clues from the Past About Our Future, Patterns in Plant Diversity, Great Lakes Landscape Changes, Greater Yellowstone Biodiversity, and Northeastern Forest Dynamics. Many additional cyberlinks are available here.
http://biology.usgs.gov/luhna/
Rapid Bioassessment Protocols for Use in Streams and Wadeable Rivers
The EPA is a very good source for sampling methodology, and this site explains the "approved" methods for gathering ecological data from streams.
http://www.epa.gov/owow/monitoring/rbp/
National Engineering Handbook, Part 630 Hydrology
The NRCS division of the USGS provides this methodology for soil water hydrology.
http://www.wcc.nrcs.usda.gov/water/quality/common/neh630/4content.html
The U.S. Natural Resources Conservation Service (the old Soil Conservation Service) provides some of the best information about soil.
http://www.nhq.nrcs.usda.gov/
For each state, substitute the state's abbreviation. Here's Montana's for example
http://www.mt.nrcs.usda.gov/soils/webpage.html
Hansen Planetarium
The Hansen Planetarium in Utah includes Native American stories about constellations and stars, as well as more typical European or Greek stories.
http://www.utah.edu/Planetarium/Teachers.html
Eisenhower National Clearinghouse
This website lets you search for materials on any science or math subject. Many of the materials are free and can be ordered online. The site also contains lesson plans and many links to other websites.
http://www.enc.org/
National Science Foundation
This website is provided by the NSF and contains hundreds of math and science cyberlinks.
http://www.nsf.gov/
BOOKS
Ambler, M. (1990). Breaking the iron bonds: Indian control of energy development. Lawrence, KA: University Press of Kansas.Analysis of historical problems involving Native American control of energy resources on tribal lands, with a look at the tangled web of complex questions involving economics, law, politics, and cultures.
Anderson, K. and Blackburn T. (Eds.). (1993). Before the wilderness: Environmental management of native California. Palm Springs, CA: Ballena Press Anthropological Papers Number 40.
A discourse for the academic community on environmental management by California tribes before contact with Europeans. An excellent reference for college level environmental science and wildlife management teachers.
Caduto, M.J. and Bruchac, J. (1997). Keepers of life: Discovering plants through Native American stories and earth activities for children. Golden, CO: Fulcrum Publishing.
Caduto, M.J. and Bruchac, J. (1997). Keepers of the animals: Native American stories and wildlife activities for children. Golden, CO: Fulcrum Publishing.
Caduto, M.J. and Bruchac, J. (1997). Keepers of the earth: Native American stories and environmental activities for children. Golden, CO: Fulcrum Publishing.
Focusing on students in grades 1-8, these three books present scientific principles from the world view of American Indians, viewed through short stories, myths and legends as told by different tribes.
Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, CO: Kivaki Press.
Essential reading for every person concerned with the ecological consequences of the modern approach to environmental education. Sophisticated writing that bridges the two systems of knowing how the world works.
Cajete, G. (1988). Motivating American Indian students in science and math. Las Cruces, NM: ERIC Clearinghouse on Rural Education and Small Schools. (not reviewed).
Cajete, G. (1999). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.
Cajete, G. (1999). A people's ecology: explorations in sustainable living. Santa Fe, NM: Clear Light Publishers.
Cajete, G. (1999). Igniting the sparkle: an indigenous science education model. Durango, CO: Kivaki Press.
Colomeda, L. (1998). Keeper of the Central Fire: Issues in ecology for indigenous peoples. New York: National League for Nursing.
Exploration of the relationship between cultures, the land, the environment, and health. Addresses environmental abuses that compromise the health of Native people and their lands. Contains pertinent ecological case studies for college and high school students.
Deloria, V. (1995). Red earth-white lies. Native Americans and the myth of scientific fact. New York: Charles Scribner.
Through the American Indian viewpoint, the author refutes many of the ideas that Western science holds as truth. Excellent discussion of the Native American scientific world view.
Eichstaedt, P.H. (1994). If you poison us: uranium and Native Americans. Santa Fe, NM: Red Crane.
Environmental case study on uranium mining effects on the Navajo people. Documents government secrecy, the danger of uranium mining, and the unauthorized destruction of tribally controlled lands. Good college-level source for ecological issues that affect tribes.
Grinde, D. and Johnson, B. (1995). Ecocide of Native America: Environmental destruction of Indian lands and people. Santa Fe, NM: Red Crane.
Superior case studies in environmental science and environmental health for college-level students. Good source for ecological issues affecting tribes.
Kawagley, A.O. (1995). A Yupik world view: A pathway to ecology and spirit. Prospect Heights, IL: Waveland.
The author, whose grandmother taught him respect for Nature, proposes a blended way of teaching that incorporates Western and Yupik ways of knowing.
McCleary, Timothy P. (1997). The Stars we know: Crow Indian astronomy and lifeways. Prospect Hieghts, IL: Waveland.
As an instructor at the Crow tribal college, Little Big Horn College, for the past 10 years, Timothy McCleary has had a unique opportunity to work with Crow elders and explore their cosmology. As the word "lifeways" in the title implies, this book goes beyond star knowledge to include stories, theology, and traditions.
Nabhan, G.P. and Berry, W. (1991). Enduring seeds: Native American agriculture and wild plant conservation. New York: North Point.
Nabhan, an ethnobotanist, describes the traditional Native American farmer who relied upon understanding nature to grow his crops, using stored genetic and ecological information in self-adjusting biological communities instead of petro-chemicals and pirated water. Excellent for teaching history, plants, culture, and environmental agriculture.
Nietschmann, B.Q. (undated). The interdependence of biological and cultural diversity. Olympia, WA: Center for Fourth World Studies.
An advisor to the Miskito Nation, the author explores the symbiotic dependency between cultural and biological diversity and biological environmental sustainability. Center for World Indigenous Studies, 1001 Cooper Road SW, Suite 140-214, Olympia, WA 98502, U.S. Toll Free (888) 286-2947.
VIDEOTAPES
All things are connected: The sacred circle of life series [Videotape]. Lawrence, KS: Haskell Indian Nations University. Phone 785/749-8498.This video series features elders and American Indian scientists discussing ecology from the Native American point of view.
Smith, T. and Bigcrane, R. (Producers). (1991). The place of falling waters. Bozeman, MT: Salish Kootenai College Teleproductions and Media Center, Polson, MT, and Native Voices, Bozeman, MT.
Documentary of the environmental and cultural impact of Kerr Dam on the people of the Flathead Reservation. Combines interviews of tribal elders, archival footage of the reservation, aerial photography, and 19th century photos (90 minutes). SKC Media Center, 406/675-4800, extension 284.
Sofaer, Anna, The Solstice Project (Producer). (2000). The Mystery of Chaco Canyon. Oley, PA.
For years, archeologists have assumed that Chaco Canyon was primarily an ancient trading center. This film, narrated by Robert Redford, shows that it was actually a complex ceremonial center. This 56-minute video can by used for grades 7 through adult to illustrate the depth of scientific knowledge of the Ancestral Pueblo people more than 800 years ago. Call toll free 800/ 543-3764 or visit the website at <www.bullfrogfilms.com>.
ORGANIZATIONS
All Nations Alliance for Minority Participation (AMP)The All Nations AMP, housed at Salish Kootenai College (SKC) in western Montana, is funded by the National Science Foundation. The alliance is composed of 24 tribal colleges and 31 private and state-funded colleges and universities located throughout a nine-state region in the western United States. The focus of the program is to double the number of American Indians graduating with bachelor and graduate-level degrees in the sciences, math, engineering, and technology. The program is directed by Judy Gobert: 406/ 674-4800. This website contains hundreds of links and teacher resources for math and science. The site focuses on the Native American student and teachers of Native Americans.
http://skcweb.skc.edu/amp/teacherprep/tplinks.htm
American Indian Science & Engineering Society (AISES)
To create the Indian leaders of the future through educational programs, AISES provides opportunities for American Indians and Alaskan Natives to pursue studies in science, engineering, business, and other academic pursuits. AISES encourages bridging science and technology with traditional Native values. The organization publishes a quarterly magazine, Winds of Change, and a catalog of American Indian books and titles. In addition, their website has excellent links to other resources for teaching sciences and math to American Indian Students. AISES, P.O. Box 9828, Albuquerque, NM 87119-9828. Call 505/ 765-1052 or fax 505/ 765-5608.
www.aises.org
This website developed by AISES provides simple physics and meteorology curricula developed by the South Dakota School of Mines.
http://aistecnet.edu/filecabinet/curricula/
Native American Fish and Wildlife Society
A non-profit organization of professional and technical personnel engaged in tribal natural resources management. It provides training for its members and summer youth programs for high school students. Native American Fish and Wildlife Society, 750 Burbank St., Broomfield CO 80020. 303/ 466-1725
http://www.nafws.org
Rural Systems Initiatives (RSI)
RSI was created in 1994 to stimulate systemic educational reform of science, math and technology in rural, economically disadvantaged areas of the U.S. Funded by the National Science Foundation, RSI addresses policy, leadership, and workforce issues related to educational barriers. RSI combines community involvement with educational reform and innovation to provide a sustainable framework for science, math, and technology instruction. RSI includes schools and colleges on 18 reservations in North Dakota, South Dakota, Montana, Wyoming, Nebraska, and Minnesota. Contact: Rural Systemic Initiatives at NSF in Virginia 703/ 292-8690.
http://www.ehr.nsf.gov/EHR/ESR/Rsi.html
The Tribal College Rural Systemic Initiative can be contacted at 701/ 477-7862 at Turtle Mountain Community College.
http://www.tcrsi.net/
The Colorado Plateau Coalition started a regional RSI, called UCAN, for tribal communities within the Navajo Nation and San Juan County, Utah. Contact Dr. Diane Ebert-May at 520/ 523-9125 <Diane.Ebert-May@nau.edu> or Gloria Lindner at 520/ 523-9534 <Gloria.Lindner@nau.edu>
http://www.nau.edu/~smlc/ucan.html
Society for the Advancement of Chicanos and Native American in Science (SACNAS)
SACNAS is committed to equal representation for Chicanos/Latinos and Native Americans in the sciences. This website has links to the SACNAS magazine, the conference agenda, bibliography and to other sites.
SACNAS, P.O. Box 8526, Santa Cruz CA 95061. Call 831/ 459-0170 or fax 831/ 459-0194.
http://www.sacnas.org/
Environmental Technology Education Transfer to American Indian Colleges
The following instructional materials were developed by people at the tribal colleges and at Mesa State College in Colorado with partial support from a National Science Foundation grant. The materials primarily apply towards freshman and sophomore level courses but can be modified for other grade levels. A limited number of the instructional materials are available to tribal colleges for the cost of shipping. Other interested organizations can order the material for a small fee to cover costs. For information, contact Karl Topper at Mesa State, 970/248-1618.
The eight course outlines include suggested teaching approaches, emphasizing culturally relevant teaching approaches. The courses include: Introduction to Environmental Science and Technology, Waste Management, Air Quality, Water Quality, Water and Wastewater Treatment, Sampling and Monitoring of Environmental Media, Tribal Environmental Planning and Management, and Field Instrumentation.
The following videos were developed to illustrate common approaches to sampling and monitoring environmental media: River and Stream Sampling, Lake Sampling, Soil Sampling, Groundwater Sampling.
Dale Engstrom is an environmental science instructor in Earth Sciences at Salish Kootenai College. He joined the department in 1998 after working as a geologist for more than 25 years in the mining industry. He has worked in most of the western United States as well as Canada, Mexico, Russia, Finland, Central America, Peru, Argentina, Chile, Australia, Indonesia, and the Philippine Islands. Between mining jobs, he also worked for the U.S. Air Force, the U.S. Forest Service, and the Yucca Mountain High-Level Nuclear Waste Depository site in Nevada. He received a bachelor of science in geology from the University of Southern Colorado and a master of science in geology from the Colorado School of Mines.
LETTERS TO THE EDITOR
Resource guide out of date
Dear editor--
I enjoyed reading the most recent TCJ (Vol. XII, N. 2, "Land is Life"), especially the paper by Sue Wolf and Frank Morgan ("Shifting paradigms: Diné build harmony, balance, and community into the planning process"). The website additions to the Resource Guide published in this issue were good. However, I couldn't help noticing that the Resource Guide was in several places quite far out of date and not as thorough as it might have been.
For example, the UCAN RSI description is reprinted from the last issue of the Tribal College Journal on math and science, but Dr. Ebert-May is no longer associated with UCAN, and in fact the Navajo Nation spun off its own Rural Systemic Initiative in 1998. The Navajo Nation RSI is headquartered in Window Rock and can be reached at 520/871-7448. The principal investigator is Dr. Rachel Misra.
There is a Uranium Education Project in operation at Diné College-Shiprock that has many unique materials and ideas. The director is Mr. Perry Charley, at 505/368-3514. Other useful cross-cultural references that probably should have been listed:
Kelley and Francis, Navajo Sacred Places (Indiana University Press);
Rock Point Community School, Between Sacred Mountains (the best cross-cultural compendium I know on geological, ecological, and cultural knowledge; University of Arizona Press);
Smith and Williams, Ecological Education in Action (SUNY Press);
Suzuki and Knudtson, Wisdom of the Elders (Bantam Books);
Warhus, Another America (on Native American mapping; St. Martin's Press);
Williamson and Farrar, Earth and Sky: visions of the cosmos in Native American Folklore (UNM Press)
Harjo and Strom, Secrets from the Center of the World (University of Arizona Press): a book of very illustrative environmental poetry
The March 1997 issue of the Journal of Geoscience Education (which has been referenced several times in previous issues of TCJ) with a number of articles on Native American geoscience education and programs;
The USGS-Haskell Indian Nations University partnership has a new video, "Mother Earth's Stories," on indigenous geology.
Additionally, I'm attaching a 4-page reference list that I have compiled-- the references on it have been useful to me. Feel free to use or discard it.
Steve Semken, PhD, Geologist
Chair, Division of Mathematics, Science, and Technology
and Director, WERC Navajo Dryland Environments Laboratory
Diné College
Shiprock, Navajo Nation, NM 87420-0580
(Editor's note: the reference list compiled by Semken follows below.)
Place-based, Culturally-integrated Geoscience and Geoscience Education
Frodeman, R., and Turner, C., 1996, Geology in a post-industrial society: Journal of Geoscience Education, v. 44, p. 36-37.
Haas, T., and Nachtigal, P., 1998, Place value: an educator's guide to good literature on rural lifeways, environments, and purposes of education: Charleston, West Virginia, ERIC Clearinghouse on Rural Education and Small Schools, 72 p.
Moores, E.M., 1997, Geology and culture: a call for action: GSA Today, v. 7, no. 1, p. 7-11.
Nabhan, G.P., 1997, Cultures of habitat: on nature, culture, and story: Washington, DC, Counterpoint, 338 p.
Savoy, L.E., 1992, Encounters with the land: GSA Today, v. 2, no. 10, p. 213-218.
Savoy, L.E., 1995, Linking environmental history and Earth studies in an undergraduate seminar: Journal of Geological Education, v. 43, p. 534-539.
Tewksbury, B.J., 1995, Connecting the geology of Africa with the prehistoric, historical, political, and economic evolution of the continent as a strategy for teaching introductory geology and attracting minority students to geology: Journal of Geological Education, v. 43, p. 492-496.
Tilden, F., 1977, Interpreting our heritage (3rd Edition): Chapel Hill, North Carolina, University of North Carolina Press, 119 p.
Native American Cultures and History
Acrey, B.P., 1994, Navajo history: the land and the people: Shiprock, New Mexico, Central Consolidated School District, 345 p.
Benedek, E., 1992, The wind won't know me: a history of the Navajo-Hopi land dispute: New York, Vintage Books, 440 p.
Brown, D., 1970, Bury my heart at Wounded Knee- an Indian history of the American West: New York, Holt Rinehart and Winston, 487 p.
Charging Eagle, T., and Zeilinger, R., 1992, Black Hills- sacred hills: Chamberlain, South Dakota, Tipi Press, 68 p.
Connell, E.S., 1984, Son of the Morning Star- Custer and the Little Bighorn: San Francisco, North Point Press, 441 p.
Deloria, V., Jr., and Lytle, C.M., 1984, The nations within: New York, Pantheon Books, p. 232-264.
Eichstaedt, P.H., 1995, If you poison us- uranium and Native Americans: Santa Fé, Red Crane Books, 263 p.
Fools Crow, F., 1992, in Charging Eagle, T., and Zeilinger, R., 1992, Black Hills- sacred hills: Chamberlain, South Dakota, Tipi Press, p. 3.
Goodman, J.M., 1982, The Navajo atlas- environments, resources, people, and history of the Diné bikéyah: Norman, Oklahoma, Univ. of Oklahoma Press, 109 p.
Harjo, J., and Strom, S., 1989, Secrets from the center of the world: Tucson, University of Arizona Press, 64 p.
Kammer, J., 1980, The second Long Walk- the Navajo-Hopi land dispute: Albuquerque, University of New Mexico Press, 246 p.
Kelley, K.B., and Francis, H., 1994, Navajo sacred places: Bloomington, Indiana, Indiana University Press, 260 p.
Locke, R.F., 1989, The book of the Navajo (4th Edition): Los Angeles, Mankind Publishing, 496 p.
MacDonald, P., 1980, Navajo natural resources, in Vecsey, C., and Venables, R.W., eds., American Indian environments- ecological issues in Native American history: Syracuse, New York, Syracuse University Press, p. 162-170.
Matthews, W., tr., 1994, Navaho legends: Salt Lake City, University of Utah Press, 303 p.
Matthiessen, P., 1979, Indian country: New York, Viking Press, p. 291-330.
McNeley, G.A., 1987, Home: a family of land and people: Diné be'iina', a journal of Navajo life, v. 1, p. 161-164.
Schoepfle, M., and others, 1982, Navajo perceptions of land use and conservation in modern ecological and economic contexts: Navajo Community College, NSF/ISP Grant 82015, Final Report, 97 p.
Van Valkenburgh, R., 1941, Diné bikéyah: a geographic dictionary of Navajo lands in the 1930s (reprinted 1999): Mancos, CO, Time Traveler Maps, 130 p.
Young, R.W., and Morgan, W., Sr., 1987, The Navajo language: a grammar and colloquial dictionary (Revised edition): Albuquerque, University of New Mexico Press, 1069 p.
Zolbrod, P.G., 1984, Diné bahane'- the Navajo creation story: Albuquerque, University of New Mexico Press, 431 p.
Native American Ethnoscience and Pedagogy
AISES (American Indian Science and Engineering Society), 1995, Educating American Indian/Alaska Native elementary and secondary students: Boulder, Colorado, AISES, 40 p.
Ball, S.H., 1941, The mining of gems and ornamental stones by American Indians: Smithsonian Institution Bureau of Ethnology, Bulletin 128, Anthropological Paper no. 13, 77 p.
Benally, H.J., 1987, Diné bo'óhoo'aah bindii'a'- Navajo philosophy of learning: Diné be'iina', a journal of Navajo life, v. 1, p. 133-147.
Benally, H.J., 1999, Navajo philosophy of learning: Shiprock, New Mexico, Diné College, 80 p.
Bruchac, J., and Locker, T., 1996, Between Earth and sky: legends of Native American sacred places: San Diego, Harcourt Brace and Company, 33 p.
Cajete, G., 1994, Look to the mountain: an ecology of indigenous education: Durango, Colorado, Kivaki Press, 243 p.
Cajete, G., 1999, Reclaming biophilia: lessons from indigenous peoples, in Smith, G.A., and Williams, D.R., eds., Ecological education in action: on weaving education, culture, and the environment: Albany, State University of New York Press, p. 189-206.
Gilliland, H., 1995, Teaching the Native American (3rd edition): Dubuque, Iowa, Kendall-Hunt, 277 p.
Griffin-Pierce, T., 1992, Earth is my mother, sky is my father: space, time, and astronomy in Navajo sandpainting: Albuquerque, University of New Mexico Press, 237 p.
Johnson, G., 1995, Fire in the mind: science, faith, and the search for order: New York: Vintage Books, 379 p.
Kawagley, A.O., 1995, A Yupiaq worldview: a pathway to ecology and spirit: Prospect Heights, Illinois, Waveland Press, 166 p.
McNeley, J.K., 1981, Holy wind in Navajo philosophy: Tucson, University of Arizona Press, 115 p.
Navajo Community College, Office of Diné Philosophy of Learning, 1992, Sa'ah naagháí bik'eh hózhóón, guide for the development of curriculum and pedagogy: Tsaile, Navajo Community College, 157 p.
Pierotti, R., and Wildcat, D.R., 1997, Native tradition, evolution, and creation: Winds of Change, Spring 1997, p. 70-73.
Swisher, K.G., and Tippeconnic, J.W., III, eds., Next steps: research and practice to advance Indian education: Charleston, West Virginia, ERIC Clearinghouse on Rural Education and Small Schools, 317 p.
Tyler, L., Navajo astronomy depicted in sandpaintings: Diné be'iina', a journal of Navajo life, v. 1, p. 35-52.
Warhus, M., 1997, Another America: Native American maps and the history of our land: New York, St. Martin's Press, 242 p.
Weatherford, J., 1988, Indian givers: how the Indians of the Americas transformed the world: New York, Fawcett Columbine, 272 p.
Williamson, R.A., and Farrer, C.R., editors, 1992, Earth and Sky: visions of the cosmos in Native American folklore: Albuquerque, University of New Mexico Press, 299 p.
Integration of Native American and Euro-American Culture and Science
Ambler, M., 1998, Land-based colleges offer science students a sense of place: Tribal College Journal, v. 10, no. 1, p. 6-8.
Arthur, C., Bingham, S., Bingham, J., and Rock Point Community School, 1994, Between sacred mountains: Tucson, University of Arizona Press, 288 p.
Atwater, M.M., 1993, Multicultural science education: assumptions and alternative views: The Science Teacher, v. 60, March, p. 33-37.
Barden, J., 1998, Cultural perspectives and the nature of science: Tribal College Journal, v. 10, no. 1, p. 38-39.
Bevier, M.L., Thompson, J.C., and Evenchick, C.A., 1997, Making geoscience relevant to First Nations students from the north coast of British Columbia: Journal of Geoscience Education, v. 45, p. 105-108.
Caduto, M.J., and Bruchac, J., 1988, Keepers of the Earth: Native American stories and environmental activities for children: Golden, Colorado, Fulcrum, Inc., 209 p.
Cajete, G.A., 1999, The Native American learner and bicultural science education, in Swisher, K.G., and Tippeconnic, J.W., III, eds., Next steps: research and practice to advance Indian education: Charleston, West Virginia, ERIC Clearinghouse on Rural Education and Small Schools, p. 135-160.
Dubiel, R.F., Hasiotis, S.T., and Semken, S.C., 1997, Hands-on geology for Navajo Nation teachers: Journal of Geoscience Education, v. 45, p. 113-116.
Garrison, E.R., Denetclaw, W.F., Jr., and Scott, O.T., 1995, Navajo scientists of the next century-- laanaa hasin: Journal of Navajo Education, v. 12, p. 11-15.
Kawagley, A.O., and Barnhardt, R., 1999, Education indigenous to place: Western science meets Native reality, in Smith, G.A., and Williams, D.R., eds., Ecological education in action: on weaving education, culture, and the environment: Albany, State University of New York Press, p. 117-140.
McNeley, J.K., 1987, Immanent mind in Navajo philosophy and Batesonian holistic science: Diné be'iina', a journal of Navajo life, v. 1, p. 123-129.
Murphy, M.T., and Brown, V., 1996, Integration of Earth science and Native American culture: Geological Society of America Abstracts with Programs, v. 28, p. 33.
Murray, J., 1996, Of pipestone, thunderbird nests, and ilmenite: ethnogeology, myth, and the renaming of a world: Geological Society of America Abstracts with Programs, v. 28, p. 34.
Murray, J., 1997, Ethnogeology and its implications for the aboriginal geoscience curriculum: Journal of Geoscience Education, v. 45, p. 117-121.
Ridgway, K., Dowse, M., Geary, E.E., Maxson, J., Semken, S., Stephenson-Hawk, D., and Winkler, J., 1996, How can we increase diversity, recruitment, and retention of students in the Earth and space sciences, in Ireton, M.F.W., Manduca, C.A., and Mogk, D.M., eds., Shaping the future of undergraduate Earth science education: innovation and change using an Earth system approach: Washington, American Geophysical Union, p. 39-43.
Riggs, E.M., 1998, Toward an understanding of the roles of scientific, traditional, and spiritual knowledge in our "demon-haunted world": American Indian Culture and Research Journal, v. 22, no. 1, p. 213-226.
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