Earth Partnership: Indigenous Arts and Sciences
Connecting STEM to Indigenous science By Cheryl Bauer-Armstrong and Michelle Cloud
the rich knowledge generations of Indigenous people have acquired by close observation and learning from local plants and animals. Understanding and respectfully acknowledging the interrelationships of phenomena and events in the natu- ral world in a reciprocal and respectful way; honoring those relationships is the basis of traditional ecological knowledge. Contemporary First Nations youths, and all young people, could benefit from understanding the natural world and their relationship with it. A deeply collaborative approach between tribal, university, and K–12 partners has the potential to invigorate Indigenous youths in science endeavors, make STEM more relevant to them (and their peers), as well as fos- ter positive school cultures. This article is a story about Earth Partnership’s Indigenous Arts and Sciences—how it began, how our collaboration works, and what we have learned (and are still learning) along the way.
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HE SPRING WALLEYE HARVEST is the time when the frogs begin to sing, the snow turns to water, and the maple sap is ready to tap. Tribal elders speak of
Western and Traditional overlap Today, children can identify 1,000 corporate logos, but are unable to name 10 plants where they live. A broad concern affecting all students is a trend toward less time outdoors and less applied fieldwork, contributing to declines in envi- ronmental literacy, health, behavior, and STEM achievement (Ernst & Monroe, 2007; Falco, 2004; Taylor and Kuo, 2009). Without real-life experiences in nature, how can youths develop a heartfelt connection, gain ecological knowledge, and master STEM (Science, Technology, Engineering, and Math) literacy to address serious environmental issues such as climate change and loss of biological diversity? First Nations monitor and protect their natural resources, under- scoring the need for Indigenous scientists, yet First Nations are the most underrepresented group in STEM fields (Dem- mert & Towner, 2003; Snively & Corsiglia, 2001). Dr. Holly YoungBear Tibbetts, late advisor for Indigenous Arts and Sciences, notes, “The real paradox of low levels of STEM engagement by Native students is that their cultures have both historically, as well as in everyday practice, relied on the same empirical methods conventionally employed in Western science.”
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Photo credit: Cheryl Bauer-Armstrong
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