Earth Partnership: then and now


Earth Partnership, originally known as “Earth Partnership for Schools,” began as a means for teachers to engage students with the living the land ethic embodied by Aldo Leopold and the UW-Madison Arboretum. Since 1991, the Earth Partnership ecological restoration education program has grown from a local teacher professional development program to a community-engaged model with over 40 regional training teams and 400 informal and formal partners in 20 states, Puerto Rico, Nicaragua, Mexico, Ecuador, and the Dominican Republic. Earth Partnership now works to intentionally include diverse cultural perspectives on stewardship and restoration and to offer learning opportunities that are valuable to learners of different ages, languages, and ecological and cultural places. Earth Partnership has successfully formed diverse partnerships to implement at schools and natural areas habitat restoration projects that involve teachers, parents, students, scientists, community organizers, and resource practitioners, resulting in stewardship by students and improved ecosystem services. Earth Partnership’s model for multicultural engagement led to the development of the Indigenous Arts and Sciences, Latino Earth Partnership, and Global Earth Partnership initiatives. A sample activity from Earth Partnership is included at the end of this article.


3. Community Engagement Community engagement brings families, parents, and teach- ers together to further support student learning and experi- ences. Seasonally-based events may include the science, art and practice of sugar bush, moccasin making, wild ricing, winter storytelling with elders, and snowshoeing along with wolf monitoring, water testing and stewardship projects. For the wolf (Ma’ iinan) activities, for example, students learned how to monitor and track wolf activity in the field. At the community event, families learned about local wolf packs and their movement across the land with a wildlife biologist together. Then elders shared traditional stories and teachings rooted in hundreds of years of observation. The event culmi- nated with families practicing how to howl and actually hear- ing wolf replies!


Final thoughts Changing the dynamics in tribal-university-school relation- ships takes time, humility, reflection, and honest communi- cation. IAS continues to evolve and grow, and we are always learning. While acknowledging that each partner brings unique histories, languages, and assets specific to community and place, there are common themes, especially a pattern of core values that include relationships, reciprocity, respect, and responsibility. With a commitment to these values, col- laborations can mutually benefit our youths and the environ- ment. A combination of place-based Indigenous scientific knowledge and Western STEM practices can serve as a foun- dation for sustainable, resilient communities. Together, Indig- enous and non-Indigenous people have the potential to care for the earth and each other for generations to come.


Cheryl Bauer-Armstrong’s journey involving schools and communities in restoration education began at the UW-Mad- ison Arboretum in 1994. Before joining the Earth Partnership team at the Arboretum, she designed native plantings and restorations in schoolyards, parklands, neighborhoods, and home landscapes. Since becoming director of Earth Partner- ship in 2006, she has led the effort in initiatives to address environmental justice, water stewardship, nature connected- ness, equitable education, culturally-relevant pedagogy, and community-based conservation in 22 states and in Puerto


Rico. Cheryl has an MS in Landscape Planning and Ecology from Harvard University and a BS focused on ecological restoration from UW-Madison. Michelle Cloud is an enrolled member of the Ho-Chunk Nation and is Division Manager for Ho-Chunk Culture & Community Education, managing the Nation’s Indigenous Arts & Sciences initiative. Michelle has experience working with Indigenous children and families as the former Title VI Parent Advisory Committee chair, Johnson O’Malley chair, and she is a national facilitator for Seeking Educational Equity & Diversity (SEED). She has a BS from Upper Iowa University in Criminal Justice and is currently pursuing an MS from University of Minnesota Duluth in Tribal Administration and Governance.


References: Demmert, W., & Towner, J. (2003). A review of the research literature on the influences of culturally based education on the academic performance of Native American students. Portland, OR: Northwest Regional Educational Laboratory.


Ernst, J. A. and Monroe, M. (2004) The effect of environment-based education on students’ critical thinking skills. Environmental Education Research, 10(4): 5-7-522.


Falco, E. H. (2004). Environment-based education: Improving attitudes and academics for adolescents. (Evaluation report for South Carolina Department of


Education).


Snively, G. & Corsiglia, J. (2001). Discovering Indigenous science: Implications for science education. Science Education, 84: 6-34.


Taylor A.F., Kuo F.E. (2009). Children with attention deficits concentrate better after walk in the park. J. Atten. Disord. 12:402–9.


YoungBear-Tibbetts, H. (2013). Indigenous arts and sciences initiative: Summa- tive evaluation. Phoenix: AZ. Tangram Consulting Services.


First Nations partners


Miigwech Wa’įnįįgįnapšąną and thank you to educators, elders, scientists, and families from Bad River, Red Cliff, Lac du Flambeau, Lac Courte Oreilles, and Ho-Chunk Nations for sharing knowledge, teachings, and expertise in develop- ing and implementing IAS. Sincere thanks and gratitude go to IAS advisors Dr. Megan Bang, Aaron Bird Bear, Reggie Cadotte, Dr. Robin Wall Kimmerer, Runninghorse Living- ston, Dr. Patty Loew, David O’Connor, and Woody White. Funding was provided by the National Science Foundation, U.S. Environmental Protection Agency, Wisconsin Sea Grant, National Oceanic and Atmospheric Administration, and Baldwin Endowment.


Green Teacher 119 Page 37


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