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REWEAVING EARTH: INDIGENOUS KNOWLEDGE AND CASES

REWEAVING EARTH: INDIGENOUS KNOWLEDGE AND CASES Linda Moon Stumpff PhD The Evergreen State College stumpffl@evergreen.edu. Paul McCay, Getting a Blessing. NAMING. Indigenous knowledge Traditional Knowledge Traditional ecological knowledge Local knowledge.

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REWEAVING EARTH: INDIGENOUS KNOWLEDGE AND CASES

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  1. REWEAVING EARTH: INDIGENOUS KNOWLEDGE AND CASES Linda Moon Stumpff PhDThe Evergreen State Collegestumpffl@evergreen.edu Paul McCay, Getting a Blessing

  2. NAMING Indigenous knowledge Traditional Knowledge Traditional ecological knowledge Local knowledge

  3. Precedents in Place: NEPA, Coast Salish Gathering&Consultation • Mission Statement: “We the people of the Salish Seas, our autonomous status as sovereign Coastal Salish Tribes and First Nations and our inherent responsibility, as protectors of our Mother Earth, will continue to work together and speak with One Voice for the preservation, restoration, and protection of the Salish Sea Eco-Region for the sustainability of our sacred inherent family rights and values that have been passed to us by our ancestors” • “Enough talk—its time for action.” Billy Frank Jr.

  4. UNIT OF ANALYSIS AND KNOWLEDGE Cosmological-philosophical-natural law and principles Theoretical—theory of reciprocation, dynamic balances Bridging—protocols and pathways, indigenous pedagogy Applied—interdisciplinary

  5. FRAMEWORKS FOR TRADITIONAL KNOWLEDGE • Cosmology-the relationship of the individual is connected to all other beings in a reciprocal non-hierarchical relationship • Knowledge held within plants, animals, geographical places • Knowledge needs to be gained in culturally-appropriate ways

  6. PHILOSOPHY • Intelligent, balancing universe that is knowable • Natural laws • Relationships carry responsibility • Traditional knowledge has unique roots and methodologies • Issues raised in cases require culturally appropriate approaches that tap older knowledge resources reaching across time and boundaries • Parallel integration of traditional knowledge/tribal science with natural and social western sciences and art

  7. How does traditional knowledge work? • Meta or trans-disciplinary and two-eyed seeing • Individual relationship with knowledge begins with childhood and community • Empirical and quantitative as well as qualitative • Extends timeline of databases: necessary to compare status of cultural, wildlife, habitat and ecological functioning of natural/human systems

  8. Working with traditional knowledge--pedagogy • Requires participatory research approach, role of researcher • Respect for traditional authorities for knowledge and teaching • Work across natural and social sciences • Empirical and quantitative knowledge may be recorded in cultural systems,story and song

  9. Basis for a two-eyed methodology approach • Place-based knowledge • Epistemology of place means diversity in applied methodology • Knowledge collected and encoded in structured indigenous cultural systems • The “why” is understood in both traditional and western social and natural science traditions

  10. Methodological Tools • Can employ different methods of inquiry—quantitative-positivistic western science, qualitative-interpretive, or critical • Cultural-focus on defining the question, analysis and interpretation of the research • Cultural authority focuses the objectives of research approach

  11. Example: parallel methodologies • Partnership with USGS combines information gathering with traditional Canoe Journey along Canadian and US Coast • Canoe provides slow, accurate method without pollution • Use of traditional routes and stopping places replaces “grid” • Measure surface water temperature, conductivity (salinity), pH, dissolved oxygen, total dissolved solids and turbidity • Near-shore impacts to fish, bird, plant and invertebrate community structure; increases in parasites (sea lice) and invasive species; sedimentation impacts to shellfish harvest areas and fish migratory pathways, impacts of trawling on benthic ecosystem structure and function; and increases in pollution from point and non-point sources • Big picture--examine impacts to habitats, estuarine processes and marine resources

  12. Cases and consultation • One party has power, yet negotiation and compromise are required to achieve support and the general agreement that consultation implies • Phillip S. Deloria, 1995, Albuquerque

  13. Case Impacts • Awareness of position of case researcher to community origin of traditional knowledge—community member, related indigenous affiliation, participant observer, level of community acceptance • Indigenous Regenescience- tribal science as basis for setting out protocols and carrying out restoration operations combining indigenous and western technology and art

  14. Strategies for bringing traditional knowledge into cases • Identify and evaluate cultural sources of knowledge • Work to assure cultural diversity is recognized • Develop shared research strategies

  15. Desired objectives for using traditional knowledge in cases • Create broader and deeper understanding of science presented in cases • Engage students with ways to reinvent research strategies • Improve relationships and consultation with indigenous peoples • Integrate cultural and biological diversity into cases

  16. PHOTOGRAPHS • Courtesy of the Northwest Indian Fish Commission

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