<p>All of the work described in this dissertation
involves the use of Indigenous research frameworks to design research projects,
to facilitate communication with Indigenous communities that I have
collaborated with, and also to teach and mentor undergraduate and graduate
students. Indigenous research frameworks
emphasize the importance of place in relation to the integrity of cultural
values espoused by many Indigenous communities.
This entails a respect for the spirituality component of Indigenous
people because this is often directly tied to relationships between the land,
animals, and plants of their local environments.</p>
<p>While some research has
been conducted to help understand Indigenous people’s understandings of
geoscience, less emphasis has been placed on recognizing and leveraging common
connections Indigenous students make between their Traditional cultures and
Western science. Thus, the research
presented in this dissertation identifies connections Indigenous learners make
between geology concepts and their everyday lives and cultural traditions in
both formal and informal settings. Some
of these connections have been integrated into place-based geoscience education
modules that were implemented within an introductory environmental science
course. </p>
<p>Qualitative analysis,
using a socioTransformative constructivism theoretical lens, of semi-structured
interviews after implementation of a Sharing/Learning program for an Acoma
pilot project, implemented informally, and for a series of geoscience education
modules at a private university provides evidence that elements reflective of the use of sociotransformative
constructivism (e.g. connections between global and localized environmental
issues) were acknowledged by the participants as particularly impactful to
their experience during implementation of the geoscience-focused activities. In addition to the socioTransformative
theoretical perspective, Indigenous research frameworks (i.e. Tribal Critical
Race Theory) were used to contextualize the educational interventions for two
different Indigenous communities, Acoma Pueblo and the Confederated Tribes and
Bands of the Yakama Nation. Tribal
Critical Race Theory was not used to analyze the semi-structured
interviews. Instead the Indigenous
research frameworks were used to ensure that the research practices undertaken
within these Indigenous communities were respectful of the Indigenous
community’s cultural values, that Indigenous data sovereignty was paramount,
and so that the research objectives were transparent. In addition, permission to publish the
results of this research was sought from the governing entities of both Tribal
Councils of Acoma Pueblo and the Yakama Nation.</p>
<p>The research presented in this dissertation provides
evidence that academic research can be undertaken in respectful ways that
benefit Indigenous communities. The
connections that participants in the Acoma Sharing/Learning program could
potentially be used to create more culturally relevant educational materials
for the Acoma Pueblo community, if that is what the governing entities of the
Acoma Pueblo community desire. The
modules implemented more formally at a private university could potentially,
with permission from the governing entities of the Yakama Nation, be integrated
into geoscience programs at a broader level creating opportunities for
contemporary Indigenous perspectives to be valued alongside Western modern
science. Moving forward, this could
potentially increase interest among Indigenous community members in pursuing
academic pathways within geoscience disciplines.</p>
<p>The research pursued in this dissertation is only a
beginning. Approaches to research that
promote the agency of local communities in the types of research questions
asked and how that research is conducted should be a priority for Western
scientists to maintain a respectful relationship with the many communities,
Indigenous and non-Indigenous, in which they work. It is my intention to be part of this
revolution in how academic researchers interact with contemporary Indigenous
communities as well as the next generation of scientists. In the future, my research will continue to
serve and benefit Indigenous communities, but I will also begin asking research
questions that will help increase the use of diverse and equitable practices
within academia. In this way, I hope to
bridge the two worlds of Indigenous Knowledge systems and Western science with
the primary purpose of maintaining respect among these two communities. In the future, my research will focus on how
these respectful practices can move beyond academic research and pedagogy into
the realms of professional development, mentoring, and community
revitalization.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/8035550 |
| Date | 07 June 2019 |
| Creators | Darryl Reano (6630563) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/GeoConnections_The_Impacts_of_Geoscience_Education_Informed_by_Indigenous_Research_Frameworks/8035550 |
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