Traditional ecological knowledge in the college classroom

Background/Question/Methods

Tribal colleges across the United States find themselves in a very unique and somewhat tenuous position when it comes to valuing and embracing traditional ecological knowledge (TEK) in the classroom setting. It is unique because this is the setting where TEK should be most embraced and integrated into the classroom.  It values the prior knowledge that each Native student comes to the class with. It is tenuous because the majority of science instructors are non-native and they feel the pressure to replicate the kind of class you would find in a large state university. There is the stress of developing a STEM student that fits the mold of one you might find in any other university. I certainly understand and relate to these outside pressures, but also believe that the student who values TEK makes for a more insightful student.

Results/Conclusions

The college classroom at a tribal college offers a dynamic perspective on the discussion of traditional ecological knowledge. It provides a unique view because it is one of the very few settings in higher education where the majority of students in the class are American Indian. It is here where TEK becomes tangible, practical and extremely evident. It is displayed when students talk about their culture and spiritual practices. It is shown when they relate stories that their grandparents have passed down to them over the years. It is evident when students share their experiences of being in the forest and interacting with the land as if it was their best friend. My experience as a non-native instructor in a tribal college over the past 10 years has provided me with not only an appreciation for traditional ecological knowledge, but actually an understanding for how it is essential in the global study of environmental sustainability. This presentation will detail the basis for making such an assertion.