Indigenous knowledge andnavigating the rising tides of climate change and other existential threats
Tipo de documento
Autores
Lista de autores
Lipka, Jerry
Resumen
Existential threats to Indigenous People’s lands, cultures, and languages are exacerbated and intensified by climate change and its effects, particularly to those groups deeply connected to natural systems. Through five case vignettes situated in Alaska, Yap State, and the Republic of the Marshall Islands, this paper describes adaptive responses at the intersection of Indigenous Knowledge (IK) and climate change. Though their locations, history, and customs vary, they share an underlying similarity in the urgency expressed for their Traditional Ecological Knowledge to be part of a response that leads to sustainability. Navigating these rising and turbulent waters requires new ways of thinking, political will, governmental leadership, and values commensurate with harmonious living. To write this paper required a significant change in a paradigm that guided my work in ethnomathematics from the school context to the larger social-cultural-ecological systems.
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Revista
Revista Latinoamericana de Etnomatemática: Perspectivas Socioculturales de la Educación Matemática
Volumen
13
Número
3
Rango páginas (artículo)
29-61
ISSN
20115474
Referencias
Adams, B., Kagle, M., & George, F. (2007). Star Navigation: Explorations into Angles and Measurement. [Publication out of print, but available at https://www.uaf.edu/mcc/mcc_resources/modules.php] Ascher, M. (1995). Models and maps from the Marshall Islands: A case in ethnomathematics. Historia Mathematica, 22(4), 347-370. https://doi.org/10.1006/hmat.1995.1030 Barajas-López, F., & Bang, M. (2018). Indigenous making and sharing: Claywork in an Indigenous STEAM program. Equity & Excellence in Education, 51(1), 7-20. https://doi.org/10.1080/10665684.2018.1437847 Carucci, L. M. (1995). Symbolic imagery of Enewetak sailing canoes. In R. Feinberg (Ed.), Seafaring in the Contemporary Pacific Islands: Studies in Continuity and Change (pp. 16-33). DeKalb: Northern Illinois University Press. Carucci, L. M., & Poyer, L. (2017). The West Central Pacific. In A. Strathern, P. J. Stewart, L. M. Carucci, L. Poyer, R. Feinberg, & C. Macpherson (Eds.), Oceania: An introduction to the cultures and identities of Pacific Islanders. (pp. 183-250). Chapin, F. S. (2020). Grassroots stewardship. Oxford University Press. Chapin, F. S., Trainor, S. F., Huntington, O., Lovecraft, A. L., Zavaleta, E., Natcher, D. C., McGuire, D, Nelson, J. L., Ray, L., Calef, M., Fresco, N., Huntington, H., Rupp, T. S., DeWilde, L., Naylor, R. L., & Fresco, N. (2008). Increasing wildfire in Alaska's boreal forest: Pathways to potential solutions of a wicked problem. BioScience, 58(6), 531-540. Chapin, F. S., Knapp, C. N., Brinkman, T. J., Bronen, R., & Cochran, P. (2016). Community- empowered adaptation for self-reliance. Current Opinion in Environmental Sustainability, 19, 67-75. https://doi.org/10.1016/j.cosust.2015.12.008 Cochran, P., Huntington, O. H., Pungowiyi, C., Tom, S., Chapin, F. S., Huntington, H. P., & Trainor, S. F. (2013). Indigenous frameworks for observing and responding to climate change in Alaska. In Climate Change and Indigenous Peoples in the United States (pp. 49-59). Springer, Cham. Cole, M. (1998). Cultural psychology: A once and future discipline. Harvard University Press. Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In Distributed Cognitions: Psychological and Educational Considerations (pp. 1-46). Davis, W. (2003). Dreams from endangered cultures. Ted talks https://www.ted.com/talks/wade_davis_dreams_from_endangered_cultures Engblom-Bradley, C. (2006). Learning the Yup’ik way of navigation: Studying time, position, and direction. Journal of Mathematics and Culture, 1(1), 90-126. Feinberg, R. (1995) Modern Pacific seafaring. Dekalb, Illinois: Northern Illinois University Press. Genz, J. (2014). Complementarity of cognitive and experiential ways of knowing the ocean in Marshallese navigation. Ethos, 42(3), 332-351. Genz, J. (2018). Breaking the shell: Voyaging from nuclear refugees to people of the sea in the Marshall Islands. Honolulu: University of Hawai′i Press, Kindle Edition. Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248. https://doi.org/10.1126/science.162.3859.1243 Huaman, E. S. (2016). Tuki Ayllpanchik (our beautiful land): Indigenous ecology and farming in the Peruvian highlands. Cultural Studies of Science Education, 9(3), 1135-1153. Huaman, E. S. (2020). Small Indigenous Schools: Indigenous Resurgence in Education in the Americas. Anthropology & Education Quarterly, 51(3), 262-281. IPBES. (2019). Summary for policymakers of the global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. S. Díaz, J. Settele, E. S. Brondízio, H. T. Ngo, M. Guèze, J. Agard, A. Arneth, P. Balvanera, K. A. Brauman, S. H. M. Butchart, K. M. A. Chan, L. A. Garibaldi, K. Ichii, J. Liu, S. M. Subramanian, G. F. Midgley, P. Miloslavich, Z. Molnár, D. Obura, A. Pfaff, S. Polasky, A. Purvis, J. Razzaque, B. Reyers, R. R. Chowdhury, Y. J. Shin, I. J. Visseren-Hamakers, K. J. Willis, & C. N. Zayas (Eds.). IPBES secretariat, Bonn, Germany. 56 pages. https://doi.org/10.5281/zenodo.3553579 Jacobson, S. A. (1984). Semantics and morphology of demonstratives in Central Yup'ik. Etudes/Inuit, 8, 185-192. Kawagley, A. O. (2006). A Yupiaq worldview: A pathway to ecology and spirit. Waveland Press. Lipka, J. (1990). Integrating cultural form and content in one Yup'ik Eskimo classroom: A case study. Canadian Journal of Native Education, 17(2), 18-32. Lipka, J. (1991). Toward a culturally based pedagogy: A case study of one Yup'ik Eskimo teacher. Anthropology & Education Quarterly, 22(3), 203-223. Lipka, J., & Willer C. (1985). Planning, Development, and Change in Bristol Bay: A High School Curriculum. Teacher Guide and Student Text. Unit I: Introduction. Unit II: Village Corporations. Revised. ERIC. Lipka, J., with Mohatt, G., & the Ciulistet Group. (1998). Transforming the culture of schools: Yup'ik Eskimo examples. Mahwah, NJ: Lawrence Erlbaum. Lipka, J., Adams, B., Wong, M., Koester, D., & Francois, K. (2019). Symmetry and measuring: Ways to teach the foundations of mathematics inspired by Yupiaq Elders. Journal of Humanistic Mathematics, 9(1), 107-157. Nader, L. (1974). Up the anthropologist—Perspectives gained from studying up. In D. Hymes (Ed.), Reinventing anthropology (pp. 284-311). New York: Vintage Books. O’Neill, D. (1994). Firecracker boys: H-Bombs, Inupiat Eskimos, and the roots of the environmental movement. St. Martins. Tamura, Y. (2017). A Supplementary Description of the Use of Demonstratives in Central Alaskan Yup'ik. 言語文化共同研究プロジェクト, 2016, 31-40. Veit, P., & Reytar, K. (2017). By the numbers: Indigenous and community land rights. World Resources Institute. March 20. https://www.wri.org/blog/2017/03/numbers-indigenous- and-community-land-rights. Wackernagel, M., & Beyers, B. (2019). Ecological footprint: Managing our biocapacity budget. New Society Publishers. Yupiktak. Bista. (1974). Does One Way of Life Have to Die So That Another Can Live? A Report on Subsistence and the Conservation of the Yup’ik Lifestyle. A. Davidson (Ed.). Yupiktak Bista, Bethel, AK.