PA037
Native Science to Action: How Indigenous Perspectives Inform, Diversify, and Build Capacity in Environmental Science and Policy

Session ID#: 82395

Session Description:
Perspectives of Indigenous peoples can bring deep insight to the study and management of complex environmental systems through their holistic approaches to problem solving and ways of knowing. These perspectives can inform and enrich western scientific research and discussions of policy in areas related to sustainability, human-environment interactions, ecosystems, climate adaptation, geohealth, and more. Although western science started to acknowledge the importance of indigenous knowledge, voices of indigenous peoples are largely absent from scholarly discourse. With this in mind, we welcome submissions focusing on indigenous voices and perspectives in environmental sciences and policy emphasizing meaningful collaborations between western scientists and indigenous communities, or on indigenous scholars’ experiences walking in both worlds. Submissions may be case studies, syntheses, or other scholarship focusing on one or more indigenous tribe, group, or organization. We also welcome perspectives discussing relevant issues surrounding community based participation, ethics, mutual understanding, and respect for sacred knowledge.
Index Terms:

0855 Diversity [EDUCATION]
1630 Impacts of global change [GLOBAL CHANGE]
1807 Climate impacts [HYDROLOGY]
6630 Workforce [POLICY SCIENCES & PUBLIC ISSUES]

Primary Convener:  Ryan E Emanuel, North Carolina State University Raleigh, Forestry and Environmental Resources, Raleigh, NC, United States
Conveners:  Shandin H Pete, Organization Not Listed, Arlee, MT, United States and Dominique Mariflor David-Chavez, Colorado State University, Fort Collins, CO, United States
Primary Liaison:  Ryan E Emanuel, NC State University, Raleigh, NC, United States
 
Mātauranga Māori- knowledge, culture, values and worldview of indigenous peoples of New Zealand – its role in New Zealand Environmental Protection Authority decision-making. (497755)
Dan C H Hikuroa, University of Auckland, Auckland, New Zealand
 
Native Scientists in Action: Networks to Reduce Indigenous STEM Grad Student Isolation, Facilitate Peer-to-Peer Exchange, and Advance Visions of “Pono Science” (510315)
Aurora Kagawa-Viviani1, Noelani Puniwai2, Sara Kahanamoku3, Tasha Kawamata Ryan4, Katie Kamelamela2, Eric Tong2 and Rosie Alegado2, (1)University of Hawaii at Manoa, Department of Geography and Environment, Honolulu, HI, United States, (2)University of Hawaii at Manoa, Honolulu, HI, United States, (3)University of California, Berkeley, Berkeley, United States, (4)Azusa Pacific University, Azusa, United States
 
Decentering Western Science through Collaborative Tribal-University Research on Manoomin/ Psiη/Manōmaeh (Wild Rice) (513707)
G. H. Crystal Ng1, Mark Bellcourt2, Perry Bunting3, Trinaty Caldwell4, LeAnn Charwood5, Eric Chapman6, Jamie Colvin7, Diana M Dalbotten8, Mae Davenport9, Michael Dockry10, Karen Diver11, McKaylee Duquain12, Bree Duever10, Joe Graveen13, Kari Hedin14, Susannah Howard15, Riley Howes16, Tom Howes17, Shannon Kesner18, Dan Larkin12, Gabriele Menomin10, Laura Matson19, Melonee Montano20, Brena Mullen21, Amy Myrbo22, Michael Northbird23, Patrick A O'Hara1, Jaren Peplinski10, Meghan Porter24, Riley Schmitter10, Nancy Schuldt25, Wally Storbakken26, Donovan Strong27, Edward Swain28, Cara M Santelli1, Josh Torgeson29, Darren Vogt30, Alexander Waheed10, Jeremy Bloomquist31 and Lilah White10, (1)University of Minnesota Twin Cities, Earth Sciences, Minneapolis, MN, United States, (2)University of Minnesota Twin Cities, CFANS Office for Diversity and Inclusion, Minneapolis, United States, (3)Mille Lacs Band of Ojibwe, Environmental Programs, Onamia, United States, (4)University of Wisconsin Oshkosh, Oshkosh, United States, (5)University of Minnesota Twin Cities, Earth Sciences, Minneapolis, United States, (6)Lac du Flambeau Band of Lake Superior Chippewa, Natural Resources, Lac du Flambeau, United States, (7)Haskell Indian Nations University, Lawrence, KS, United States, (8)University of Minnesota Twin Cities, St. Anthony Falls Laboratory, Minneapolis, MN, United States, (9)University of Minnesota, St. Paul, MN, United States, (10)University of Minnesota Twin Cities, Minneapolis, United States, (11)The College of St. Scholastica, Duluth, United States, (12)University of Minnesota Twin Cities, Fisheries, Wildlife, and Conservation Biology, Minneapolis, United States, (13)Lac du Flambeau Band of Lake Superior Chippewa, Wild Rice Cultural Enhancement Program, Lac du Flambeau, WI, United States, (14)Fond du Lac Band of Lake Superior Chippewa, Office of Water Protection, Cloquet, United States, (15)Smith College, Northampton, United States, (16)Brown University, Providence, United States, (17)Fond du Lac Band of Lake Superior Chippewa, Natural Resources Program, Cloquet, United States, (18)Fond du Lac Band of Lake Superior Chippewa, Resource Management - Environmental Program, Cloquet, United States, (19)University of Minnesota Twin Cities, Geography, Minneapolis, United States, (20)Great Lakes Indian Fish & Wildlife Commission, Odanah, WI, United States, (21)Minnesota State University Bemidji, Bemidji, United States, (22)University of Minnesota, Minneapolis, MN, United States, (23)Minnesota Chippewa Tribe, Environmental Program, Cass Lake, MN, United States, (24)Great Lakes Inter-Tribal Council, Inc., Great Lakes Inter-Tribal Epidemiology Center, Minneapolis, United States, (25)Fond Du Lac, Environmental Program, Cloquet, United States, (26)Leech Lake Band of Ojibwe, Cass Lake, United States, (27)Bois Forte Band of Chippewa, Nett Lake, United States, (28)Minnesota Pollution Control Agency, St Paul, United States, (29)University of Minnesota Twin Cities, Minneapolis, MN, United States, (30)1854 Treaty Authority, Duluth, United States, (31)St. Croix Chippewa Indians of Wisconsin, Environmental and Natural Resources Department, Webster, WI, United States
 
Valuing the Culture of the Nimiipuu (Nez Perce) for the Protection and Healing of the Land: Examples of Two Indigenous Scholars Decolonizing Curriculum (555495)
Ciarra Greene, Northwest Indian College - Nez Perce, Native Environmental Science, Lapwai, ID, United States and Christina Uh, University of Idaho, Moscow, United States
 
Indigenous concepts and oral history integrated with western science in order to promote the interest in STEM fields in Indigenous communities through stratigraphy (558084)
Douglas A Benally Jr, University of New Mexico Gallup, Gallup, NM, United States, Antoinette Abeyta, University of New Mexico - Gallup, Math Physical and Natural Sciences Divison, Gallup, NM, United States, Anjali M Fernandes, Denison University, Geosciences, Granville, CT, United States, Jorge Lorenzo-Trueba, Montclair State University, Earth and Environmental Studies, Montclair, NJ, United States and Arvind Singh, University of Central Florida, Department of Civil, Environmental & Construction, Orlando, FL, United States
 
Between Two Worlds: Swinomish Indigenous Science program for tribal high school students to learn environmental stewardship from a scientific and cultural perspective (561632)
Todd Mitchell1, Karen Rittenhouse Mitchell2, Nicole Casper3, Shannon Buckham Stewart3 and Lindsay Thomason Logan3, (1)Swinomish Tribe, Department of Environmental Protection, LaConner, WA, United States, (2)Swinomish Tribe, Land Management Dept, La Conner, WA, United States, (3)Swinomish Tribe, Department of Environmental Protection, La Conner, WA, United States
 
The PromoScience Expeditions : Bringing Indigenous Youth in Remote Canadian Coastal Communities Together with Scientists and Local Indigenous Knowledge Holders to Build Local Capacity Towards Environmentally Sustainable Futures. (566639)
Audrey Dallimore, Royal Roads University, Victoria, BC, Canada, Scott Raymond Dallimore, Natural Resources Canada, Ottawa, ON, Canada, Byron Molloy, Royal Roads University, School of Environment and Sustainability, Victoria, BC, Canada, Dan Anthon, Royal Roads University, Media Relations, Victoria, BC, Canada and PromoScience Expeditions Teams
 
Mapping waiata koroua (traditional prose) and pūrākau (stories) of volcanic unrest of the Tarawera Eruption, 1886; and its relevance to contemporary natural hazards preparedness and response. (Invited) (570093)
Sylvia Hiriwa Tapuke1, Christine Kenney2, David M Johnston3, John Procter1, Colin J N Wilson4, Graeme Leonard5 and Bubs Smith6, (1)Massey University, Palmeston North, New Zealand, (2)Massey University, Palmerston North, New Zealand, (3)Organization Not Listed, Washington, DC, United States, (4)Victoria University, School of Geography, Environment, and Earth Sciences, Wellington, New Zealand, (5)GNS Science-Institute of Geological and Nuclear Sciences Ltd, Lower Hutt, New Zealand, (6)Ngāti Tūwharetoa, Turangi, New Zealand
 
A Working Model for Decolonizing Science Research with Indigenous Communities through Integrity, Respect, Humility, and Reciprocity (570216)
Dominique Mariflor David-Chavez, Native Nations Institute & Colorado State University, Fort Collins, CO, United States, Norma Ortiz, Borikén Taíno Indigenous Community, Cidra, United States, Michael C. Gavin, Colorado State University, Fort Collins, CO, United States and Shelly Valdez, Native Pathways, Laguna Pueblo, United States
 
Principles for Conducting Research in the Arctic (591735)
Sara Bowden1, Chris Campbell2, Renee Crain3, Roberto Antonio Delgado Jr4, Martin O. Jeffries5, Igor Krupnik6, Meredith LaValley1, Cynthia McOliver7, Candace Nachman8, John Pearce9, Cheryl Rosa10 and Amina Traore Schartup11, (1)Interagency Arctic Research Policy Committee, Arlington, VA, United States, (2)Bureau of Ocean Energy Management, Anchorage, United States, (3)National Science Foundation, Alexandria, VA, United States, (4)National Science Foundation, Office of Polar Programs, Alexandria, VA, United States, (5)Cold Regions Research & Engineering Laboratory, Hanover, NH, United States, (6)Smithsonian Institution, Washington DC, United States, (7)Environmental Protection Agency, Washington DC, United States, (8)NOAA Headquarters, Silver Spring, MD, UNITED STATES, (9)United States Geological Survey, Anchorage, United States, (10)United States Arctic Research Commission, Anchorage, AK, United States, (11)Harvard School of Engineering and Applied Sciences, Cambridge, MA, United States
 
Data Analytics for Environmental Justice and Indigenous Rights: Early Warning Systems or Blind Spots? (601154)
Ryan E Emanuel1, Louie Rivers III2, Bethany Cutts3 and Gary B Blank2, (1)North Carolina State University Raleigh, Forestry and Environmental Resources, Raleigh, NC, United States, (2)North Carolina State University Raleigh, Department of Forestry and Environmental Resources, Raleigh, NC, United States, (3)North Carolina State University, Department of Parks, Recreation and Tourism Management, Raleigh, NC, United States
 
Extracurricular Experiences Bring Indigenous Perspectives to Students of Biology, Civil Engineering, and Environmental Science (608937)
David C Mays, University of Colorado Denver, Department of Civil Engineering, Denver, CO, United States, Timberley M. Roane, University of Colorado Denver, Department of Integrative Biology, Denver, CO, United States, Rafael Moreno, University of Colorado Denver, Department of Geography and Environmental Sciences, Denver, CO, United States, Grace RedShirt Tyon, University of Colorado Denver, American Indian Student Services, Denver, CO, United States and Brenda J. Allen, University of Colorado Denver, Office of Diversity and Inclusion, Denver, CO, United States
 
Empowering indigenous women leaders to transform the narratives of communities affected by climate change. (614436)
Karla Brollier, Seattle, WA, United States
 
Building a collaborative tribal climate adaptation program via the integration of cultural values and perspectives. (615947)
Eric Walsh1, Stefanie Krantz2 and Amber Ziegler2, (1)University of Idaho, Department of Forest, Rangeland, and Fire Sciences, Moscow, ID, United States, (2)Nez Perce Tribe, Lapwai, ID, United States
 
Indigenizing Arctic Climate Communication: a collaborative experiment weaving Alaska Native place-based knowledge with climate data sonification (623420)
Judy R Twedt, University of Washington Seattle Campus, Seattle, WA, United States, Haliehana Stepetin, University of Alaska, Anchorage, United States, Gabe Tegoseak, Freelance educator, Anchorage, United States, Christina Edwin, Native Movement, Anchorage, United States and Esau Sinnok, University of Alaska, Fairbanks, United States
 
Determining Effects of Indigenous Land Rights on Land Use Decisions from Nighttime Light Imagery (635311)
Mia Bennett, University of Hong Kong, Hong Kong, Hong Kong
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