Tag Archives: TEK

M.4 P.5 The Contribution of Traditional Knowledge and Technology to Climate Solutions

The Climate Investment Funds funded a study showcasing traditional approaches to addressing climate change, helping chart the way forward for integrating these tested approaches, lessons, and experiences into climate action. I think this report is especially useful because it discusses tangible solutions using traditional knowledge and technologies, rooted in local ecosystems, that have shown to be beneficial to ecological preservation.

Some examples of TKT (traditional knowledge and technology) include; traditional housing and architecture, food systems, navigational and resource charts, taro pits, water harvesting techniques, and land extension processes. Broadly, TKT encompasses three elements: knowledge about the environment, knowledge about the use and management of the environment, and values about the environment. The report which is found below, is written specifically for a climate change initiative, however, broadly discusses TKT and its useful applications to other environmental concerns.

Some differences between Traditional knowledge and Western (conventional) technologies;

• Traditional knowledge systems were developed by trial and error over long periods, while conventional technologies are largely rooted in science and engineering.

• Changes in traditional knowledge are intergenerational in scope as they have evolved slowly, whereas conventional knowledge is generational as it changes rapidly.

• Traditional knowledge is mainly tacit in nature and tends to be relatively localized, while conventional knowledge is more conducive to codification and transmission by modern means, making it universally available.

• In traditional systems, there are no clearly defined innovation systems, whereas conventional innovation systems are more clearly identifiable and defined.

Indigenous ways of managing landscapes have often been framed as the antithesis to progress. But most Indigenous communities hold intimate place-based knowledge, gained across generations, which is an ideal starting point for addressing contemporary challenges such as biodiversity loss, land degradation, and climate change.

Here are seven ways that Indigenous knowledge is translated into vital inventions for conserving and restoring landscapes around the world. In fact, this ancient know-how might just be some of the modern technology we have.

  1. Seed-saving methods preserve native plant species in the face of new disease threats
  2. Ancient controlled-burning practices ‘fight fire with fire’ to maintain biodiversity and keep humans safe
  3. Rotational cropping restores soil, builds biodiversity, and boosts crop yields
  4. ‘Three Sisters’ intercropping method ups yield and provides balanced diets to gardeners across the globe
  5. Traditional drought-resistant planting techniques combat desertification
  6. Non-linear conceptions of time help adapt to climate change
  7. Ancient drainage canals improve Lima’s water supply

References

Climate Investment Funds, (March 5th, 2020). The contribution of traditional knowledge and technology to climate solutions. https://www.climateinvestmentfunds.org/knowledge-documents/contribution-traditional-knowledge-and-technology-climate-solutions

Evans, M. (August 7, 2019). 7 Indigenous technologies changing landscapes. Landscape News. https://news.globallandscapesforum.org/37693/7-ways-indigenous-knowledge-is-changing-landscapes/

M.4 P.4 Learning in Places

Universities and schools have partnered to create more culturally and community-relevant, field-based learning opportunities to “engage students in complex ecological reasoning and decision-making”. This resource contains detailed lesson plans to work through a storyline that is “intentionally designed to support learners to engage in wonderings and science that matters in the places they live – from their own homes to neighborhood blocks, to schoolyards, parks, and beyond.”

We co-design innovative research and practice with educators, families, and community partners that cultivates equitable, culturally based, socio-ecological systems learning and sustainable decision-making utilizing “field-based” science education in outdoor places, including gardens, for children in Kindergarten to 3rd grade and their families.

“Learning Engagements” aka Lesson Plans are provided to work through this storyline. Lesson plans can be downloaded that include planning guides and learning tools, as well as data collection protocols. I believe this resource is useful to dissect and make connections with land-based learning, a fundamental principle in traditional ecological knowledge. The importance of PLACE in these lessons is apparent, a theme that has been continually present over the duration of this course. I think these lessons are not only tangible resources for educators to use to promote place-based AND land-based learning.

“…immersing students in outdoor, field-based science learning is a critical and under-utilized strategy for preparing students to wrestle with issues of socio-ecological justice such as food sustainability and water usage.”

References

Seasonal Storyline. (2021). Learning in Places. Retrieved July 13, 2021. http://learninginplaces.org/seasonal-storyline/classroom-storyline/

M.4 P.3 Traditional Ecological Knowledge Defined

This straightforward, simple, and short PowerPoint presentation gives a brief, but informative, overview of what traditional ecological knowledge is.

“Traditional knowledge is complementary to western science, not a replacement for it” – David Suzuki

There is no universal definition for Traditional Ecological Knowledge (TEK), however, they provide one possible definition;

As a cumulative body of knowledge, practice, and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with the environment.

Some differences that I have pulled out for comparison between traditional ecological knowledge and western science are below;

Cultural barriers and misunderstandings sometimes prevent both Western scientists and Indigenous peoples from fully acknowledging the value of each other’s knowledge system. Limitations to the systematic use of TEK in resource management can be further examined from both a scientific and an Indigenous point of view.

References

Traditional ecological knowledge [PowerPoint slides]. SlidePlayer. https://slideplayer.com/slide/4834812/

M.4 P.2 Valuing Traditional Ecological Knowledge and Indigenous Wisdom

This article provides insights as well as raises important questions pertaining to Traditional Ecological Knowledge. Two of the questions I found particularly interesting are below.

How can we combine the best of modern technology, science, and cultural expression with the guiding wisdom of traditional, Indigenous cultures?

This is a pertinent question that I am asking myself as I work through my research process. As can be seen in the quotes to follow, the importance of place is not only evident to Indigenous cultures and ways of knowing and being, but cultural diversity is related to biological diversity. Relationships with the land are important for the healing of the earth.

We have to learn from both the successes and failures of modern technologies, and we have to pay more attention to the indigenous wisdom of local culture adapted to place. TEK is a place-based knowledge-belief-practice complex of ancient lineage. Locally adapted cultural diversity goes hand in hand with biological diversity. Together they constitute ecocultural diversity. What we are really restoring is our relationship with the places we live in and depend on as we learn, once again, how to be native to these places: to be caregivers to the land; to participate with our elder brothers and sisters, the plants and animals, in the spiritual and physical renewal of the earth and of ourselves.

How can we innovate and transform our culture with one eye on the past (learning from traditional wisdom and practice), and the other on the future (social, ecological, economic, and technological innovation)?

Indigenous human cultures are an expression of generations of co-evolution of humans within the ecosystems they inhabited.

Again, braiding both traditional ecological knowledge and western science can be a necessary relationship for the future prosperity of ecological habitats and to tackle environmental issues such as climate change. It is vital not to dismiss knowledge that has been passed for generations, that is holistic in nature, and not compartmentalized and time-sensitive which is often characteristics of western science.

Cultures that have managed to survive for millennia within their bioregions have a lot to teach us. Over the last few hundred years, we have developed the unfortunate habit of dismissing such knowledge as antiquated and calling such cultures ‘primitive’. Hypnotized by the apparent benefits of scientific and technological progress we made the mistake of dismissing traditional ecological knowledge that underpinned human survival for most of prehistory.

References

Wahl, D.C. (2017, April 23). Valuing traditional ecological knowledge and Indigenous wisdom. Age of Awareness. https://medium.com/age-of-awareness/valuing-traditional-ecological-knowledge-and-indigenous-wisdom-d26ebdd9e141

M.4 P.1 Managing Wildfire through Cultural Burning

I thought this post befitting for those of you in B.C. and either experiencing a close fire or experiencing the smoke from the fires.

Fire has always been part of California’s landscape. But long before the vast blazes of recent years, Native American tribes held controlled burns that cleared out underbrush, encouraged new plant growth, and helped manage wildfires. It’s a tradition that disappeared with the arrival of Western settlers.

This short podcast explains how tribal leaders are working with government officials to restore cultural burns, a practice that can minimize and control extreme wildfires in California. These controlled fires clean up the vegetation and brush that would be fuel for the extreme wildfires, they also do it to encourage new plant growth, and helped manage wildfires. It’s a tradition that disappeared with the arrival of Western settlers. 

“I think it’s really important that we don’t think about traditional burning as what information can we learn from Native people about how they care for the land and then exclude people and move on with non-Natives managing the land, but that Native people are at the forefront and are leading.”

This is an important quote. One that highlights the importance of traditional ecological knowledge (TEK) and not only interweaving Western science but having TEK at the forefront. Managing the lands as how it was done for centuries by First Peoples before campaigns like “Smokey the Bear” and an era of unhealthy fire suppression.

References

Baughman, B. (2020). Managing wildfire through cultural burning [Audio podcast]. Short wave. https://www.npr.org/transcripts/904600242

M.3 P.4 Indigenous STEAM

Science, Technology, Engineering, Art, and Mathematics resources for families, teachers, and communities.

The ISTEAM collaborative is supporting Indigenous resurgence through (re)making relations with lands, waters, and each other towards just, sustainable, and culturally thriving futures.

“The Indigenous STEAM Collaborative is a group of researchers and educators that engages in cognitive and community co-design research to advance general knowledge, develop pedagogical approaches for engaging youth in land and water-based learning, and provide learning materials to Indigenous families.”

I found this resource interesting, engaging, and very accessible. Heading include tools and resources, learning opportunities, and most excitingly under ‘Learning Activities’ you can find discussions on Indigenous science, Indigenous pedagogy, Indigenous observing, the relationships with other environmental aspects, and includes detailed activities for various arcs (birds, mammals, technology, water, fish, plants, etc) and connects it to stories. (*click on the image below to access an interactive map to lead to activities and downloadable pdfs*).

This program was “designed to create the conditions under which resurgence of Indigenous knowledge systems thrive.” I think this resource will be a useful tool for educators and for my research project, as I can combine my knowledge as an educator and learn new activities to see Indigenous Traditional Ecological Knowlege in action – with tangible lessons.

References

ISTEAM Collaborative, (2020). Indigenous Steam. National Science Foundation. https://indigenoussteam.org/

M.3 P.1 Two-Eyed Seeing

Interweaving Indigenous Knowledge and Western Science

“If we can learn to see through two lenses, or with two eyes, we will better understand the world, ecology, or environmental science in general.”

This article reviews the importance of incorporating both traditional ecological knowledge (TEK) and western science into wildlife management practices. Examples of such interwoven practices are given in the article like the Heiltsuk grizzly bear population, the Sahtu Dene caribou populations around Great Bear Lake, Cree Nation walleye populations of Mistissini, bison reintroduction of the Blackfeet Indian reservation, the caribou management of Taku River Tlingit First Nation, the Biigtigong Nishnaabeg moose population, and the Nisga’a salmon population.

This article also brings to light that there is no universally accepted definition of TEK, however, one commonly cited definition is given from ecologist Fikret Berkes; “a cumulative body of knowledge , practice and belief, evolving by adaptive processes and handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with their environment.”

Comparisons are made between TEK and western science including; western science is often compartmentalized dealing with a specific question about a specific part of the ecosystem versus TEK which is often more holistic. Western science often works under a short time frame (due to politics and funding), whereas TEK can span generations, which can be beneficial to researchers and managers. Indigenous knowledge can work as an early warning system, it recognizes regional differences in ecology that biologists might overlook.

Some difficulties of weaving the two include (but is not limited to); TEK is often discounted by scientists as mythology, elders can be reluctant to share their knowledge, past frictions between scientists and Indigenous peoples has led to strained relations, an the colonial history of settlement has left a lot of distrust. One solution that is provided to overcome some of these barriers includes incorporating TEK into university wildlife courses rather than solely Native studies or anthropology courses, this could help bridge the divide.

“Conservation successes are going to come when Indigenous people are empowered and have their stewardship and governance practices respected and realized.”

References

Learn, J.R. (2020). Two-Eyed Seeing: Interweaving Indigenous knowledge and Western science. The Wildlife Professional, 14 (4), 17-26. https://www.wildlife.org

M.2 P.5 Knowing Home: Braiding Indigenous Science and Western Science

When we braid Indigenous Science with Western Science we acknowledge that both ways of knowing are legitimate forms of knowledge.

I believe both of these books will prove to be useful not only for my research journey but for educators everywhere. Both of these books are free for download too! The relationship between Indigenous science and Western science is an important one. I think it touches on many points we have previously discussed in this course including Indigenous perspectives, world views, and ties them into science teachings and curriculum. It highlights another critical theme in Indigenous culture, the importance of place, and how this is interweaved with identity.

Together, the co-editors and authors, almost all of them Aboriginal, present multiple useful paths towards identifying and recognizing two huge shortfalls in the Canadian educational system to date. One is the abysmal failure of many schools to provide quality education for Aboriginal children and youth, particularly in the areas of science, technology, and health. This situation is reflected today in the marked underrepresentation of Aboriginal students participating in university-level programs in these areas, and, further, in the dearth of professional scientists from Aboriginal communities across the country. The second gap, equally lamentable, is that students of mainstream western science and technology have been deprived of learning about the immense body of Indigenous scientific knowledge, perspectives, and applications acquired and built over generations of dwelling in particular places.  Knowing Home…  will be a wonderful resource that will bring all Canadians to a higher level of understanding in these two areas.

Book 1 provides an overview of why traditional knowledge and wisdom should be included in the science curriculum, a window into the science and technologies of the Indigenous peoples who live in Northwestern North America, Indigenous worldview, culturally responsive teaching strategies and curriculum models, and evaluative techniques. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom; and in addition, support the development of culturally appropriate curriculum projects.

Book 2 provides supportive research, case studies, and commentary that extends and enriches the chapters presented in Book 1. The chapters provide rich descriptions related to Indigenous cultural beliefs and values; an Aboriginal concept of time; transforming teacher thinking about Indigenous Science; the use of digital video as a learning tool for secondary Aboriginal students; the perceptions and experiences of post-secondary Aboriginal students during science instruction; a WSÁNEĆ concept of “knowledge of most worth”, and a study of successful Aboriginal students in secondary science.

Snively, G. & Williams, W. (2016). Knowing Home: Braiding Indigenous Science with Western Science Book 1. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

Snively, G. & Williams, W. (2018). Knowing Home: Braiding Indigenous Science with Western Science Book 2. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

M.2 P.2 Indigenous and Western Approaches to Environmental Science

IISD Experimental Lakes Area is a collection of 58 lakes in Northwestern Ontario set aside for scientific research. IISD is working together with Indigenous groups to discuss freshwater science, climate change, and environmental policies.

“In Canada, Western and Indigenous approaches to science are often considered incompatible. We explore how they can and should be working in tandem to further our understanding and protection of fresh water and the environment.”

IISD discusses that there are two ways of knowing, Western and Indigenous approaches. Western approaches focus on the evidence-based science of existing environmental problems to create solutions. Indigenous approaches or TEK is rooted in experience and skill gained over thousands of years for practical ecological sustainability. This resource will provide insight on TEK as well as western science through the website and exploring science and data. The video below can be found on the IISD website, it is currently being translated into Ojibwe, so that the communities can best benefit from research findings. It resonates deeply with me as the community I live in has been affected by the mercury content in the fish in the reservoir the community is built on. IISD studies the effects humans have on the environment and is working closely with Indigenous communities to integrate TEK and western science.

References

IISD Experiemental Lakes Area. (2019, January 10). Indigenous and Western Approaches to Environmental Science: What integration means to us. https://www.iisd.org/ela/blog/commentary/indigenous-western-approaches-environmental-science-integration-means-us/

M.2 P.1 STEM & TEK

STEMTradingCards.org is a database of resources created by professionals in STEM (science, technology, engineering, and math) careers. This resource has a series of lessons on Traditional Ecological Knowledge geared towards upper elementary and middle school. Files can be downloaded and include readings, discussions, and hands-on activities.

The term TEK is often used to refer to knowledge, beliefs, value systems, and practices in Indigenous communities that relate to the environment. For many Indigenous peoples, TEK is “active” (the way in which one relates to the environment) and is sometimes referred to as a “way of life.” TEK is a branch of Indigenous science.

New to TEK: Teacher’s Guide: This resource is a great place to start if educators are unfamiliar with TEK. It includes definitions and comparisons of TEK and western science, a brief history of western science, and the integration of TEK and western science.

Dos and Don’ts for Teaching TEK: This is a quick list of guidelines to be used when teaching TEK or other aspects of Indigenous culture and history.

Lessons 1 – 5: These lessons help students and educators learn about a variety of aspects of Indigenous knowledge and science.

References

STEM Trading Cards. (2020). Science Delivered. https://www.stemtradingcards.org/teklessons