Integrating Indigenous Traditional Ecological Knowledge of land into land management through Indigenous-academic partnerships

被引:0
作者
Gordon , Heather Sauyaq Jean [1 ]
Ross, J. Ashleigh [2 ]
Bauer-Armstrong, Cheryl [3 ]
Moreno, Maria [3 ]
Byington , Rachel [3 ]
Bowman , Nicole [4 ]
机构
[1] Child Trends, 7315 Wisconsin Ave, Ste 1200, Bethesda, MD 20814 USA
[2] Respons Sustainabil LLC, 620 S Thornton Ave, Madison, WI 53703 USA
[3] Univ Wisconsin Madison, Dept Planning & Landscape Architecture, Earth Partnership, 445 Henry Mall, Suite 510, Madison, WI 53706 USA
[4] Univ Wisconsin Madison & President, Bowman Performance Consulting, Wisconsin Ctr Educ Res WCER, Shawano, WI USA
基金
美国海洋和大气管理局; 美国国家科学基金会; 美国安德鲁·梅隆基金会; 美国食品与农业研究所;
关键词
Environmental justice; Land management; Land stewardship; Co; -management; Indigenous -academic partnerships; Tribally driven participatory research; Traditional Ecological Knowledge;
D O I
暂无
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
In this article, the authors use an environmental justice lens to review the history of land management practices: first practiced through stewardship by Indigenous Peoples and then taken over by Western science-based land management. There is a long history of environmental injustice in this Great Turtle Island (North America), and we specifically focus on what is happening in the land currently called the United States. The objective of this article is to explain how to integrate Indigenous Traditional Ecological Knowledge (Indigenous TEK) into Western land management practices through Indigenous-academic partnerships. We address this objective through: 1) a review of the literature on environmental injustice in Indigenous communities, the role Indigenous TEK has in providing sound ecological principles for land management, and examples of Indigenous co -management; 2) explaining how to engage in an Indigenous-academic partnerships; 3) through a quasi-case study we utilize qualitative narrative storytelling to tell the story and process through which some of our au-thors engaged in an Indigenous-academic partnership, the Earth Partnership-Indigenous Arts and Sciences (EP-IAS), with local Indigenous Tribal Nations through relationship building and dialogue to develop Indigenous -driven restoration and land management in the region; and 4) concluding with a discussion on how Indigenous-academic land management partnerships address environmental justice issues and create meaningful opportunities to address historical inequities. The quasi-case study we provide demonstrates the EP-IAS com-munity engagement model, which exemplifies a mutually beneficial and respectful Indigenous-academic part-nership through integrating Indigenous TEK and Western science in land management.
引用
收藏
页数:11
相关论文
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