Verma, et al. Published in Journal of Forestry, 114(6), 07/28/2016: 648-655
Integrating
Indigenous
Knowledge
and
Western
Science
into
Forestry,
Natural
Resources,
and
Environmental
Programs
Priya
Verma,
Karen
Vaughan,
Kathleen
Martin,
Elvira
Pulitano,
James
Garrett,
and
Douglas
D.
Piirto
A new minor titled “Indigenous Studies in Natural Resources and the Environment” (INRE) became available to students at California Polytechnic State University in San Luis Obispo, California, in the fall of 2013. This minor aims to bring together the principles of both Indigenous ecological knowledge and western science. Instruction in these two approaches provides students with practical knowledge, research, and critical thinking skills to address complex environmental issues and natural resources management problems facing both Indigenous and non-Indigenous communities around the world today. The INRE minor seeks to prepare students by providing a balanced education in the arts, sciences, and technology, while encouraging interdisciplinary and co-curricular activities. This article reports on the need for the INRE minor, learning outcomes, curriculum, approval process, student interest surveys, and enrolled INRE students’ focus group comments. This program may serve as a model for other academic institutions to bridge the gap between western and Indigenous science regarding the environment.
Keywords: Indigenous, western science, educational programs, sustainability, land ethic, traditional eco-logical knowledge
T
heworldpopulationisexpectedtoincreaseto9.725billionpeopleby theyear2050(UnitedNations, De-partment of Economic and Social Affairs, Population Division 2015), or approxi-mately8billionmorepeoplethanwere pres-entin1800.Sustainablemanagementin re-lation to this population increase has and will have different meanings to those
in-volved with management of natural
re-sources,wildland,andforestedareas.These differentviewpointswill leadtodiscussion ofanddebateonawiderangeofquestions suchasthefollowing:Howwillwesolve dif-ficult environmental issuesandnatural re-source utilization dilemmaswith demands tofeed,house,andprovideenergyforthis globalpopulationincrease?Howdowe ar-riveatlogical,sustainablelandmanagement decisions? How can we maintain working
farms, ranches,andforestswith increasing pressure to developland? How should we manageforwildernessandothernatural re-sources?Willwemakeourdecisionstomeet ourgrowingneedsbasedonlyonhigherand best use principles or on alternatives that provideabalancebetweenrespectingearth ecosystemsandthelifetheysustain?
Thesequestionsillustratethatthereare manycurrentandcontinuingissues involv-ingmanagementofland,economics,natural resources,andecosystems.Usingnatural re-sourcesdoeshaveimpacts,butperhapsthere arealternativeapproachesthatfoster discus-sion, integration, and appreciation for a widevarietyofviewpointswiththeultimate goalofachieving“betterdecisions”thatare morewidelysupported.Facultyat Califor-nia PolytechnicStateUniversity, San Luis Obispo(CalPoly)seesomeoftheseissues being resolvedwithbettercommunication and integration of Indigenous knowledge and western science intothe curriculum.1 Thissuggeststhatamorecollaborative, in-tegrated approachto resolvingthese issues
Affliations: Priya Verma ([email protected]), Department of Natural Resources Management and Environmental Sciences, California Polytechnic State Uni-versity, San Luis Obispo, CA. Karen Vaughan ([email protected]), Department of Ecosystem Science and Management, University of Wyoming, Laramie, WY. Kathleen Martin ([email protected]), Department of Ethnic Studies, California Polytechnic State University, San Luis Obispo, CA. Elvira Pulitano ([email protected]), Department of Ethnic Studies, California Polytechnic State University, San Luis Obispo, CA. James Garrett ([email protected]), Consultant, Sitting Bull Tribal College, North Dakota. Douglas D. Piirto ([email protected]), Department of Natural Resources Management and Environ-mental Sciences (NRES), California Polytechnic State University, San Luis Obispo CA, (corresponding author).
Acknowledgments: We thank Dr. David Wehner, Dr. Lynn Moody, our colleagues, Indigenous tribe members, and interested students for their encouragement and support as we worked to develop the Indigenous Studies in Natural Resources and the Environment minor (INRE) and this associated article. We also extend appreciation to the reviewers and editors of this article.
maybewarranted.Communicationinthis context means to seek insights into the short- and long-term consequencesof our
proposed land management actions. As
OrenLyons(2008,p.22)hascogently sug-gested,“Weneedtotakeamoreresponsible directionandbegindealingwiththerealities ofthefuturetoensurethatthereis afuture forthechildren,forthenation.”Ultimately, an“intimaterelationshipandconnectionto thelandsupportsthenotionthatwhen re-sponsibilities are fulfilled, humans will be takencareofandthrive,andsowilltheland. Maintaining biologicaldiversity and com-plexreciprocalrelationsarekeyideas” (Mar-tin2012,p.201).
AldoLeopoldandother conservation-istsalsohavebeseechedustodevelopaland ethic built on a biotic systems approach (Leopold1949),andthesecallsecho Indig-enousaspirationsthatfocusonrespectand responsibilityforthelandandassociated liv-ing ecosystems. As Snively (2006,p. 195) notes, “…increasingly, in a postcolonial worldbesetwithecologicalandsocialcrises, scientistsandscienceeducatorsareshowing interest in traditional cultural approaches thathavebeenusedtoachieveandmaintain sustainable relationsbetweenhuman com-munities and environments.” Indigenous communitieshavepracticedlong-term ob-servation of the environment, often re-cordedasoralnarratives,andenvironmental knowledge specific to homelands. Tradi-tionalecologicalknowledge(TEK)“isborn of long intimacy and attentiveness to a homelandandcanarisewhereverpeopleare materially and spiritually integrated with theirlandscape”(Kimmerer2002,p.433). This intimacyand attentiveness is knowl-edge directly tiedtothe numerous diverse cultures, beliefs,places,andexperiences of
Indigenous populations throughout the
world. For example, Indigenous peoples have been calling for attention to climate changeastheyobservechangesintheArctic (Martello 2008);fisheriesimpacts andthe lossofhabitat(Duprisetal.2006);oversight andregulationofnaturalgaswells,mining, andthepollution/destructionofwaterways (Lawson2010,SouthwestResearchand In-formationCenter2015);andahostofother impacts on the natural world (Anderson 2005,LaDuke2005,Menzies2006,Nelson 2008,Dowie2009,Middleton2011, Schil-ling 2011).For some,like theIndigenous SamiinLapland,naturalresourcesissues af-fect their survival as they work to protect theirculture,forests,reindeer,natural eco-systems,andfoodsources(HelleandKojola 2006,Kyllo¨nenetal.2006,Tuulentieand
Meriruoho2008,Hyppo¨nen2011, Musta-jokietal.2011).
Sincethe1980s,muchhasbeenwritten regarding traditional knowledge systems and methods for utilizing both TEK and westernscienceincollegeanduniversity re-searchandeducationalprograms.However, thishasnotbeen aneasy collaboration,as indicatedbyBerkes(2012,p.xxiii): “Schol-arshavewastedtoomuchtimeandefforton a science versus traditional knowledge de-bate;weshouldreframeit insteadasa sci-enceand traditionaldialogueand partner-ship.”Wesuggestthatthesetwoviewpoints, IndigenousTEKandwesternscience,arein powerfulagreementyetthedebateand ran-corassociatedwiththemandtheirimplied economic considerations have interfered withcommunicationandcollaborative part-nerships(Deloria1995,HarkinandLewis 2007, Bussey et al. 2016).“The question thenbecomesoneofhowtousebothTEK and Western science in a sustainable re-sourcemanagementplanningandlearning process” (McGregor, 2008, p. 140). For thoseofusatCalPoly,thishasbeenalong processandisstillongoingasweendeavorto integrateTEKandwesternsciencemore ef-fectively.Ithasbecomeapparentthata bet-terintegrationandunderstandingofthese fieldsfrommultipleperspectiveswould ben-efitourstudents,faculty,andcommunities intheirstudiesandcareers.Toaddressthese issues, Cal Poly’s “Indigenous Studies in Natural Resources and the Environment” (INRE)minor wasdesigned to bridgethe gapbetweenIndigenousTEKandwestern science. This articleaddressesthe (1) pur-poseandneedfortheINREminor,(2)the development of the INRE minor,(3) the INREcurriculum,and(4)currentstudent supportfortheINREminor.
Development
of
the
INRE
Minor
RecentarticlesintheJournal of Forestry and elsewhere (e.g., Mason et al. 2012, Sharik2015,Busseyetal.2016)supportthe development of curricular programs that providecross-cultural problem-solving op-portunities.
TheINREminorcameoutofashared historyofrelationshipbetweenthe depart-mentofEthnicStudies(ES)intheCollege ofLiberalArtsandthedepartmentof Nat-ural Resources Management and Environ-mentalSciences(NRES),formallyknownas theNaturalResourcesManagement(NRM) Department,intheCollegeofAgriculture, FoodandEnvironmentalSciences.This re-lationshipbeganin1995withthe develop-mentoftwocross-listedcourses,“Fireand Society,”nowtaughtintheNRES Depart-mentand“Ethnicityandthe Land—Indig-enousStudies,” taught in the ES Depart-ment.Thesetwocoursesweredesigned to offerstudentsthe opportunitytointegrate andstudy traditional, cultural, and ethnic variationsinmanagingfire,inconjunction withthewayscultureshapeslandscapesand social hierarchies allocate natural resource use.TheESandNRMDepartmentsforged thisuniqueandimportantrelationship ini-tially under the leadership of Dr. Robert Gish(ES)andDr.NormPillsbury(NRM) followedlaterbyDr.KathleenMartin(ES) andDr. Douglas D. Piirto(NRES). Both coursesfulfilldegree requirements andare popularwithstudentsinarangeofmajorsat CalPoly.
In May 2012, a casual conversation amongfacultymembersPiirto,Martin,and Dr.LynnMoodyaboutthesuccessofthese coursesledtotheideaforaminorprogram.
Moody andMartin along with Dr. James
Management and Policy Implications
Society of American Foresters members are called to abide by a Code of Ethics10 whose frst Principle and
Pledge states: “Foresters have a responsibility to manage land for current and future generations. We pledge to practice and advocate management that will maintain the long-term capacity of the land to provide the variety of materials, uses, and values desired by landowners and society.” How can foresters and land managers achieve this pledge? Integration of Indigenous and western science into university curricula and professional disciplines could lead to enhanced collaboration and stewardship of public and tribal lands. Cal Poly’s new Indigenous Studies in Natural Resources and the Environment (INRE) minor works to foster communication and collaboration across academic disciplines and programs by helping people better understand and respect the land, natural resources, and ecosystems. By presenting the INRE minor design and its learn-by-doing approach to resolving land, forest, and natural resource conficts, we hope other academic institutions will use this program as a model to bridge the gap between western science and Indigenous knowledge of the environment, as well as to instill in the next generations of foresters a broader resource and land ethic.
Garrett took studentsfrom Cal Poly on a
field trip in 2008 to Cankdeska Cikana
Community College, a tribal college in NorthDakota.Thiseventenabledstudents fromCalPolyandCankdeska towork to-getheronanativeplantgardenutilizing Na-tiveandIndigenousethicsoflanduse.The successfulcompletionofthisfieldtrip,like thetwocourses,andtheexperienceof work-ingcollaborativelyledtofurtherdiscussions of ways to increase students’ professional landmanagementknowledgewiththe ulti-mate goaloffosteringincreasedrespectfor diverse pointsofview.For a discussionof thisfieldtripexperiencerefertoMartinand Garrett(2010).
In thefallof 2012,theideaforanew minorwaspresentedtothefacultyoftheES andNRESDepartments.Thepresentation, ti-tled“InterdisciplinaryInnovationand Indige-nousStudies,”providedanoverviewoftopics andmajorsandposedfourquestionstoguide thedevelopmentoftheINREminor:
•InwhatwaysisknowledgeofNative/ Indigenouspeoples significant for our stu-dentsnowandinthefuture?
•Howcanweinterpret orunderstand Native/Indigenous lifeas we seek tosolve problemsthatallhumansface?
•Whatexperiencesmighthelpour stu-dentsastheycompletetheirmajorsand pre-pare for work in their professional disci-plinesaftergraduation?
•How might we conceptualize and
strengthenthelinkbetweenwesternand tra-ditionalIndigenousknowledge?
Fromdiscussionswithfaculty,acommittee offive Cal Poly faculty members (Martin [CommitteeChair],Piirto,Pulitano,Vaughan,
andVerma) from NRES and ES worked
throughoutthe2012–2013academicyear
to develop the INRE minor. The minor
wasapprovedandformallyofferedto stu-dentsinfall2013.Alauncheventfeatured
presentations by Dr. Enrique Salmo´n
fromCaliforniaStateUniversity,EastBay, andSerra Hoagland(LagunaPueblo),PhD candidatein Forestry from Northern Ari-zonaUniversity.
The committeesought to addressthe goals of the Cal Poly Diversity Statement regarding recruitment,retention, and pro-motionofdiversity.TheStatementon Di-versity (2015, p. 1) asserts: “For students preparingtoembarkonworkandlifeinthe 21st century, a critical element of a well-rounded educationisthe abilityto under-standandtofunctioneffectivelyinadiverse andincreasinglyinterdependentglobal soci-ety….Thus,diversityservesasa fundamen-tal meanstoenhance boththequalityand
valueofeducation.”Viewedasmore com-plexthansimplydiversityofindividuals,the ideabehinddevelopingtheINREminorwas toprovidemultiplewaysofengaging diver-sityofthought,worldviews,andideas.The committee’s discussions centered on the needforsolvingcomplex problemswithin anecologicalmanagementsystem consider-ing diverse cultural perspectives, science, economics, sustainability, resource utiliza-tion, and associated environmental issues. More specifically, discussion focused on waystodothefollowing:
•Fosterimprovedcommunicationand collaboration across disciplines and pro-grams,promoteunderstandingofdiversity and its importance, and enhance recruit-ment and retention of Native/Indigenous students.
•Support innovative,interdisciplinary programsthatprovideeducational opportu-nities across the humanities, natural re-sourcesmanagement,andthe environmen-tal sciences and integrate western and Indigenousthought.
•Provideadvancedcourseworkand re-searchopportunitiesthatincorporate Indig-enousenvironmentalknowledgeinto
exist-ing programs of conservation biology,
environmentalbiology,wildlifeandfisheries sciences,forestresourcesmanagement,and environmentalstudiesandscience.
TheINREminorwasenvisionedto“fulfill the ethics of reciprocityandresponsibility vital to communities and student educa-tionalsuccess”(MartinandGarrett2010,p. 294).
The committee wanted to bring
to-getherprinciplesofbothIndigenous knowl-edge and western science (Mason et al. 2012)andbelievedthatinstructioninthese approacheswouldprovidestudentswiththe necessaryskills,practicalresearchmethods, andcriticalthinkingabilitiesforaddressing complex environmental and health issues andresourcemanagementproblemsfacing bothIndigenousandnon-Indigenous com-munitiesaroundtheworldtoday.Creating opportunities for “cross-cultural problem solving foundedon openness andtrust”is
recommended by Mason et al. (2012, p.
192)andsupportedbySharik(2015).The
INRE minor specifically addresses Cal
Poly’slearn-by-doingmottobyhelping stu-dentsapplytheknowledgetheygaininthe disciplines through practical experiences andfieldworkinaninterdisciplinaryapplied format.Thus,theINREminorwould pro-videstudentswithabalancededucationin thearts, sciences,and technology,while en-couragingcross-disciplinaryandco-curricular
experiences. The principal learning out-comesforstudentsoncompletionofthe mi-norarepresentedinTable1withapplicable coursework designed to develop cross-cul-turallycompetentprofessionals.
Other major universities, including State University of New York, Syracuse; Montana State University; University of Minnesota,TwinCities;Universityof Ore-gon; and California State Universities, HumboldtandSanMarcoscampuses,have moved aheadon similarcollaborations be-tween Indigenous knowledge andwestern science as part of “cutting edge” develop-mentsintheprofessionalfields.In2014,the University of Oregon hosted an
interna-tional conference focused on “Climate
ChangeandIndigenousPeoples”with “En-vironment, CultureandIndigenous Sover-eignty in the Americas” as a conference theme.2 Today, an increasing number of
students in a broad range of professional fields will benefit from a combination of studiesinIndigenousandwesternscience. Examplesincludenegotiationswith Indige-nousandNativepeoplesontheuseof natu-ralresources;theprotectionofsensitive cul-tural, physical, and natural environments; issues of climate change; maintenance of workingfarmsandforests;andnegotiations amongorganizationssuchastheUnited Na-tions,UnitedStatesBureau ofLand Man-agement, US Department of the Interior
(USDI), US Department of Agriculture
(USDA),Indigenouspeoples,corporations, andotherentities working inthe areas of humanrights,law,andpolicy.Interest, ex-perience,andexpertiseintheseareasare be-coming more readily recognized in
uni-versity education programs and more
specificallyintheprofessions.Inan investi-gation of interest by federal agencies and nongovernmentalorganizations(NGOs)in combiningTEKwiththeircurrent
environ-mental management practices, Hoagland
(2014) found the following examples of emergingcollaborativeefforts:
•The US Fish and Wildlife Service
(USFWS) created a TEK fact sheet and
identifiedtriballiaisonswithintheir depart-ment.3
•TheUSDAForestServiceand Natu-ralResourcesConservationServicehave rec-ognizedthevalueofTEKinvarious
agency-sponsored documents such as “A Tribal
Engagement Roadmap” created by the
USDAForestServiceResearch and Devel-opmentbranch.ItstatesthatTEKcanhelp the USDA Forest Service understand and solve current and future natural resource managementchallenges.4
Table1.LearningoutcomesfortheINREminorwithapplicablerequiredcoursework.
Learningoutcomes Courses
Classify,distinguish,andillustrateinformationregardingIndigenousenvironmentalknowledgeand NR141,NR142,ERSC/GEOG325,ES/NR360 therangeofmanagementapproachesthathaveandareemployedwithreferencetoforestry,natural
resources,andtheenvironmenthereintheUnitedStatesandthroughouttheworld.
Applyandevaluatelegalrequirementsandresponsibilitiesinseeking,constructing,andrespondingto ES241,NR323,NR335,ES/NR360 Indigenousviewpointsandperspectives.
Compare,contrast,interpret,andevaluatecultural,social,political,andeconomicself-determination, ES241,PHIL340,NR/ES308,ES/NR406 self-representation,andhumanrightsissuesthatpromotesocial,economic,andenvironmental
sustainability.
Interpretandanalyzeecosystemmanagementprinciplesasaprocesstoimprovecollaborationand NR335,PHIL340,ES450 associateddecisionmaking.
SynthesizetheappropriateinclusionofIndigenoustraditionalknowledgeinenvironmental NR/ES308,ES/NR360,ES/NR406 assessmentandtheplanningandimplementationofdevelopmentprojects.
EvaluateandcritiquethescopeoftribalsovereigntyintheUnitedStatesasitrelatestotribal,federal, ES241,ES/NR360,ES410,ES/NR406 andinternationallaws(legislativeandjudicial),includingthestructureoffederal/tribal
relationshipsandIndigenousautonomyandself-determination,particularlyregardingmanagement ofUStribalandnontriballands.
InterpretandappraisetheviewpointsofIndigenousandgovernmentorganizationsintheplanning, NR335,ES/NR406,ES450 design,andconstructionofprojectsandmanagementsystems.
Developproficiencyintheformulation,analysis,andsynthesisofresearchforsuccessfulintegrationof NR323,ES/NR406,ES450 scienceandtraditionalIndigenousknowledgethroughconferenceandposterpresentations,
publications,and/orweb-basedservices.
SeeTable2forthefullcoursename.CoursedescriptionscanbefoundintheCalPolycatalog(http://www.catalog.calpoly.edu/collegesandprograms/collegeofagriculturefoodenvironmentalsciences/ naturalresourcesmanagementenvironmentalsciences/indigenousstudiesnaturalresourcesandtheenvironmentminor/).Thelevelofdetailregardingtheintegrationoflearningobjectivestospecificcourses isaddressedintheCalPoly,2012,INREcurriculumpackageavailablefromtheauthorsbyrequest.
•The Ecological Society of America hosts a TEKsection atitsannual meeting designedtosupportstudents,promote mul-tipleapproachestoecology,andincreasethe diversityofecologists.5
AnothersuchUSDAForestServiceexampleis specificallyfocusedonTEKinthecontextof climatechange(VinyetaandLynn2013). We seetheeffortsintheseagenciesandNGOsas anindicationoftheimportanceoftheINRE minorinthepreparationandeducationof stu-dentsaftergraduation,andtheseareonlyfour examples. Other degree programs including thoseinanthropology,archaeology,social ser-vices, education, political science,law, engi-neering,andahostofothersarefindingthe benefitandusefulnessofsomepreparationin Indigenousknowledge.
Mostnotably,tribalcolleges,as mem-bersoftheAmericanIndianHigher Educa-tionConsortium,havebeenattheforefront ofprogramstoaddressenvironmental con-cerns,naturalresourcesmanagement,tribal forests,andother related issues withtheir students.Phil Duran (Tiwa Pueblo), who hasadvanceddegreesin physics and com-puterscience,stated,“Manythreadsweave the tapestry of Native American science. Tribal science is linked to the needs and goals of the tribal community; it under-standsIndianwaysandrecognizesthetreaty relationship. Native science incorporates traditional knowledge and perspectives” (Lambert2003,p.1).Examples of impor-tantcollaborativeeffortsthatcouldserveas casestudiesinthepreparationofINRE
mi-nor students across disciplines includethe following:
•Salish Kootenai College in Pablo, MontanaexploreshowNativescienceistied toecologicalvaluesinanenvironmental sci-enceclass.6
•NorthwestHudsonBayresidents ex-amine caribou migration and feeding in chemically contaminatedareasand howit relates to the high rate of cancer deaths
among elders who eat caribou (Lambert
2003).
•TheNavajoLandUsePlanning Proj-ectsecured fundingforthe AR5Fifth As-sessmentReport of the Intergovernmental
Panel on Climate Change with Margaret
Redsteer,memberoftheCrowNationand geologist,asleadauthor.7
•TheUSDI’sPartnersinConservation awardwasgiventotheKlamathYouth Pro-gramafternominationbytheUSFWSforits useoftraditionalknowledgeinconjunction withmodernscience(Woodbridge2013).
•Students in the Klamath Basin
worked with tribal elders to restore and
manage native fish populations (Indian
CountryToday2014).
INRE
Curriculum
TheINRE curriculum provides inno-vative coursework,cross-disciplinarystudy, fieldwork, and research opportunities that incorporateIndigenousTEKinareassuchas wildlife and fisheries sciences, forest re-sourcesmanagement, environmental
stud-ies,ethnicstudies,education, geography/an-thropology, political science, wildland recreation management, and agriculture. Mostofthe coursesinthe minorwere al-ready being taught at Cal Poly; however, theyhadnotbeencombinedintoaprogram acrosstheuniversitycolleges.
Theminorconsistsof27quarterunits (Table 2). Eleven units are required core courses,8unitsareemphasiscourseschosen fromalistof7courses,and8unitsare se-lectedfromalistofapprovedelectives. Stu-dentschoose electives withadviser
recom-mendations from a wide variety of 63
coursesofferedbytheNRES,ES,andother universitydepartments. Consultation with theINREminorfacultyadvisorsisrequired whenstudentsselectcourses.
In developing the curriculum, the
INRE committee noted subject areas that neededstrengtheningandfurther develop-ment to provide students with advanced study and address the learning outcomes, particularlyinthe areasofIndigenousand Native Studies. Out of these discussions, twocourses weredeveloped andadded to
the INRE curriculum: the cross-listed
ES/NR 406 to address international and policyissuesandaspecialtopicscourse,ES 410,toaddressissuesoffederalIndianlawin theUnitedStates.Thesecourseshaveadded significantdepthandbreadthregarding gov-ernmentrelations,history,andlegal prece-dentto the curriculum across the areasof forestry, natural resources, environmental
Table2.INREcurriculum. population. Students in the NRES and Ethnic Studies Departments were specifi-callyencouragedbyfacultymembersto
par-Course Courseunits
ticipateinthesurvey.
Requiredcorecourses(11units) Thesecondstudentinterestsurveywas NR141–IntroductiontoForestEcosystemManagement(3)or implementedthroughanin-classsurveythat NR142–EnvironmentalManagement(3) 3
ES241–SurveyofIndigenousPeoples(4)(D3,UCSP) 4 providedinsightsfromstudentsinthe Envi-ES/NR360–Ethnicity&theLand(4)(C4,USCP) 4 ronmentalManagementandProtection and
ForestryandNaturalResourcesmajors.These
Emphasiscourses—choosetwo(8units) 8
NR/ES308–Fire&Society(4)(D5) in-class survey questionnaires contained the NR323–HumanDimensionsinNRManagement(4)(D5) exact samequestionsastheSurveyMonkey ERSC/GEOG325–ClimateandHumanity(4) questionnaire; however, theywerefilled out NR335–ConflictManagementinNaturalResources(4)
manually.Atotalof48respondentscompleted
PHIL340–EnvironmentalEthics(4)(C4)
ES/NR406–IndigenousPeoplesandInternationalLaw&Policy(4) thein-classsurvey.Allstudentsattendingclass
ES410–AdvancedTopicsinComparativeEthnicStudies-AmericanIndian onthedaythesurveywasadministeredwere NaturalResourcesLaw,Culture,andEnvironment(4)
askedbutnotrequiredtofilloutthesurvey.
ES450–FieldworkinComparativeEthnicStudies(4)
Studentswhohadalreadyfilledthesurveyout
Approvedelectives(8units) 8 viaSurveyMonkeywereaskednottofillout Atleast4oftheseunitsmustbeupperdivision(300–400)
thesurveytwice.
RefertoCalPoly2015/17catalogforacompletelistingofINREelectivecourses
Totalunits 27
Survey
Results
and
Discussions
with
INRE
Students
Table3.ComparisonofCalPolyuniversitystudentenrollmentbycollegetoSurvey
Students(n 132)from30different
Monkeyrespondents.
majors from the College of Agriculture,
CalPolyUniversity SurveyMonkey enrollment respondents (N 18,679) (n 132)
College No. % No. %
CollegeofAgricultureFoodandEnvironmentalScience CollegeofArchitectureandEnvironmentalDesign CollegeofBusiness
CollegeofEngineering CollegeofLiberalArts
CollegeofScienceandMathematics Unknown
sciences,publicpolicy,politicalscience,and ethnic studies. In addition, the ES 450 Fieldwork in Comparative Ethnic Studies coursewasaddedtotheINREminor.A de-scriptionofthesethreecoursesisprovidedin thesupplementaldata(seeCourse Descrip-tionsS1 ).
Assessing
Student
Interest
AspartoftheCaliforniaStateUniversity approvalprocessforanewminorinthe curric-ulum,surveysofCalPolystudentswere con-ductedtogaugestudentinterestinand sup-portoftheproposedINREminorinthe2012/ 2013 academic year. A copy of the survey instrument is provided in thesupplemental data (seeStudent InterestSurveyS2). After universityapproval,afocusgroupdiscussion withsomeofthestudentsenrolledinthe mi-norwasconductedinMay2015.
3,728 20.0 71 53.8 1,533 8.2 10 7.6 2,334 12.5 5 3.8 5,411 29.0 18 13.6 2,731 14.6 19 14.4 2,848 15.2 8 6.1 94 0.5 1 0.8
Two different survey modes were
used to assess student interest. First, a questionnairecontaining11questionswas developedandmadeavailabletoCalPoly students invariousmajorsintheCollege of Agriculture, Food and Environmental Sciences,CollegeofLiberalArts,College ofEngineering,CollegeofBusiness, Col-lege of Architecture and Environmental Design,andCollegeofScienceand Math-ematics.Thevoluntarysurveywas admin-isteredusing aSurvey Monkey question-nairethroughCalPoly’scomputerportal.8 Duringthe 2012–2013academic year ap-proximately18,679 studentswereenrolled at Cal Poly.9 A total of 132 respondents completedthequestionnaire,providinga re-sponserateof0.7%.Thesurveyprovideda random sample of the general university
FoodandEnvironmentalSciences,College ofLiberalArts,CollegeofEngineering, Col-legeofBusiness,andCollegeofScienceand MathematicscompletedtheSurveyMonkey questionnairewith25%identifiedas fresh-men,18.5% assophomores, 22.6% as ju-niors,33.9%asseniors,and0.6%asother.
The largest percentage of respondents
were from the Colleges of Agriculture, FoodandEnvironmentalSciences,Liberal Arts,andEngineering.Studentsin Archi-tectureand EnvironmentalDesign, Busi-ness,andScienceandMathematicsalso re-spondedbutinlowernumbers.TheSurvey Monkeyresultsarepresented bycollegein Table 3. A comparison betweenCal Poly ethnicdiversityin2012andethnicdiversity ofsurveyrespondentsispresentedinTable 4.Thepercentages ofstudentsresponding tothequestionnairedisplayethnicdiversity similartothatoftheCalPolycampus-wide studentbody,whereas 81%ofthe in-class respondentswereCaucasian.
SurveyMonkeyresultsandin-class sur-veyresultsforresponsestoQuestions5–11 areprovidedinTables5and6.InQuestion 5,studentsoverwhelminglyidentifythe im-portanceofbeingawareofdiverse perspec-tivesandphilosophiesassociatedwiththeir
fields ofstudy (Cal Poly 95% andNRES
Department85%).InresponsetoQuestion 6,respondentsalsostronglyseethevalue in learning more about Indigenous
plesandhowtheyworkwithandviewthe gainedinsightfromthesecomments.Exam- •“IwishIhadmoretimeatCalPolyto environment (Survey Monkey 84% and plesofstudentresponsestoQuestion9in- dothis[minor].ButIgraduateinJune.”
in-class79%). Question9askedstudents cludethefollowing: •“Aftertakinga‘SurveyofIndigenous
iftheywouldtakeadditionalclassesinthe •“Thisisareallygreatcollaboration. Peoples’course atCal Poly,Ireally sawa INREminorifitwereoffered;48%chose Iftheminorexisted 4yearsago,Iwould great connection that could be made be-agree/strongly agree, whereas 25% felt havebeenveryinterested.Iwouldliketo tween my major andthe philosophies, re-neutralaboutthechoice.Inaddition,sur- seethisminorexpandedtothecivilengi- spect, andtreatments toward the environ-veyrespondentshadtheopportunitytoadd neering department to see if they are
any additionalwritten comments, and we interested.”
Table4.ComparisonbetweenCalPolyUniversityethnicdiversityin2012withethnic diversityofsurveyrespondents.
ment that the various studied groups of Indigenouspeoples’displayed.”
•“Ienjoythescienceaspectofmy ma-jor butethnicstudiescoursesandlearning havealwaysbeenabiginteresttoo.”
•“Having this option as a minor or morepreferablyaconcentrationwouldbein mymindaperfectidealforwhatIwantto studyandfindacareerin.”
ThereissupportfortheINREminoras reflectedinstudentresponsestothequestions. Currently,11studentsareenrolledinthe mi-nor,and6moreareintheprocessofadding theminortotheirdegreeplans(2014 –2015 academicyear).Thisisencouraging,giventhe
Agreeandstronglyagree Neutral Disagreeandstronglydisagree . . . ..(%). . . . 3 2 11 4 32 26 15 7 25 21 19 17 27 33
Table6.Studentin-classsurveyresultsforEnvironmentalManagementandProtectionandForestryandNaturalResourcesmajors(n
Agreeandstronglyagree Neutral Disagreeandstronglydisagree . . . ..(%) . . . . 10 4 15 6 29 44 31 4 21 40 31 21 25 48
CalPolyUniversityenrollment SurveyMonkeyrespondents In-classrespondents Ethnicity (N 18,679) (n 132) (n 48) . . . ..(%) . . . . AfricanAmerican 0.7 0.6 0 Asian/AsianAmerican 11.0 9.7 10.0 Caucasian 61.8 61.7 81.0 Latino/Hispanic 13.8 14.9 3.0 NativeAmerican 0.3 1.3 3.0 Other/unknown 12.4 11.7 3.0
Table5.StudentSurveyMonkeyresultsforallmajors(n 132).
Questionno. Surveyquestion
5 Doyourecognizetheimportanceofbeingawareofdiverseperspectivesand 95 philosophiesinyourfieldofstudy?
6 DoyouseevalueinlearningmoreaboutIndigenouspeoplesandhowthey 84 workwithandviewtheenvironment?
7 Wouldyoubeinterestedinaminorthatpresentedcurrentissuesregarding 41 Native/Indigenouspeoplesandtheenvironment?
8 Areyouinterestedinworkingwithteamsofstudentsandprofessorsinorder 74 toincreasethediversityofyoureducationatCalPoly?
9 WouldyoutakeadditionalclassesinIndigenousstudiesinNaturalResources 48 andtheEnvironment(INRE)ifCalPolyofferedmoreofthesecourses?
10 Wouldyoubeinterestedinaprogram,summerinstitute,internship,orfield 61 tripthatconnectedyourassignmentsandexperienceswiththenatural
worldandagenciesworkingwithIndigenouspeoples?
11 WouldyouconsiderchoosingtheINREminorinEthnicStudiesand 37 NaturalResourceManagementifCalPolyofferedsuchaprogram?
48).
Questionno. Surveyquestions
5 Doyourecognizetheimportanceofbeingawareofdiverseperspectivesand 85 philosophiesinyourfieldofstudy?
6 DoyouseevalueinlearningmoreaboutIndigenouspeoplesandhowthey 79 workwithandviewtheenvironment?
7 Wouldyoubeinterestedinaminorthatpresentedcurrentissuesregarding 27 Native/Indigenouspeoplesandtheenvironment?
8 Areyouinterestedinworkingwithteamsofstudentsandprofessorsinorder 65 toincreasethediversityofyoureducationatCalPoly?
9 WouldyoutakeadditionalclassesinIndigenousstudiesinNaturalResources 40 andtheEnvironment(INRE)ifCalPolyofferedmoreofthesecourses?
10 Wouldyoubeinterestedinaprogram,summerinstitute,internship,orfield 48 tripthatconnectedyourassignmentsandexperienceswiththenatural
worldandagenciesworkingwithIndigenouspeoples?
11 WouldyouconsiderchoosingtheINREminorinEthnicStudiesand 27 NaturalResourceManagementifCalPolyofferedsuchaprogram?
extensivenumberofprogramsfromwhich stu-dentscanchooseandtheimportanceof mak-ingstudentsawareoftheminorearlyenough intheircollegecareerstotakeadvantageofit. Inasmallinitialfocusgroupdiscussion with7of17interestedandenrolledstudents in the minor,a preliminary review ofthe comments indicatesthat studentsfeel that theminor“providesamorecomplexwayof thinkingwithmorebreadthofknowledge” thanintheirmajorclassesalone.They indi-cate thatthe minorcoursework challenges studentsinINREclassestoconsider differ-ent perspectivesotherthantheirown. Sev-eral studentsin the focusgroup that were alsoenrolledintheES410courseindicated, “NativeAmericanlawisanareathatis over-looked.”Moresuccinctly,studentsidentified keytermsthatdescribetheirfeelingsaboutthe minorprogramintermsoftheirdevelopment. Theseincludecogentresponsessuchas “cru-cially contextualizing,ambitious,integrating, informing,passionate,inspiring,and empow-ering,aswellasdiscouraging/frightening, ex-citing,andnecessary.”Allofthestudentsinthe focusgroupviewedtheminorasanimportant connectiontotheirfuturecareerpaths.They didenumerateavarietyofareassuchas for-estry,agriculture,equinescience,law,public policy, anthropology/geography, environ-mentalsciences,andnaturalresource manage-ment.Studentfocusgroupparticipants’ com-mitmenttotheimportanceoftheminorwas evidentintheirresponses.
Conclusions
and
Future
Considerations
There is notable purpose, need, and currentsupportforthenewINREminorat CalPolyasindicatedbythewrittenand ver-bal responses received from students, fac-ulty, and professionals who serve on
sup-porting department advisory councils.
Combining TEK andwestern science can
provideamoreroundedpreparationfor stu-dents in forestry, natural resources, and otherprofessionalareas.Further,programs suchas the INRE minorprovide students the opportunityto study and gain experi-enceindiversitylearningandunderstanding
of other perspectives (Kimmerer 2002,
2013,Masonetal.2012,Sharik2015).We envisiontheINREminorasanopportunity toaddressCalPoly’sdiversitylearning ob-jectives,aswellastohelpintherecruitment andpreparation of our students. We per-ceivetheINREminoratCalPolyasa
com-plementary program for anymajor atCal Polyoratotheruniversities.
Tribalcollegeshavebeenincorporating
TEK into the curriculum with
demon-stratedsuccessforanumberofyears.Infact, asHoaglandandGervais(2014,p.38) re-port, tribalcolleges engage inrecruitment andretentionofIndianstudentsinnatural resources-relatedfields. Cal Poly,withthe additionoftheINREminor,joinsother col-legesanduniversitiesineffortstointegrate Indigenoustraditionalecologicalknowledge intothecurriculumsincetheacceptanceof
the United Nations Declaration of the
RightsofIndigenousPeoplesin2007andby theUnitedStatesin2011.Weseethreatsto naturalresourcesandenvironmentalquality increasinginthefuture.Kimmerer(2002,p. 434)states,“Thecomplexissuesof environ-mentalsustainability require a diversityof intellectualapproachesandcanbenefitfrom thoughtfulconsiderationandincorporation of traditional ecological knowledge.” The opportunitytoeducatethenextgeneration to address/investigate critical issues and raise awareness should be done with the collaborationof effectivelyled and man-agedgroupsworkingrespectfullytogether (Piirto2014).Ourgoalistoprepare
stu-dents with an INRE minor to face the
manychallenges ofthefuturewith more
thanone worldview andwith more than
onesetofsolutions.
TheINREminorwillwithoutadoubt facechallengesinthefuture.Thefirstand foremostchallengewillbetomaintainand enhancestudent,faculty,andadministrative support over time. At universities, things change with time. Facultyretire. Funding increases.Fundingdecreases.University pri-oritieschangewithachangeofkey person-nel.CanwebecertainthattheINREminor will prevail? If asufficient number of stu-dentsenrollintheINREminorthen, hope-fully,continueduniversityandcollege sup-port in terms of funding, faculty, and suitableclassschedulingofrequiredcourses willbeprovided.Asindicatedbystudentsin thesurveyandfocusgroupresponses,they perceivemeritinthe INREminor.If that perceptionremains forcurrent and future students,wewillseeenrollmentsinthe mi-norcontinue.Thesecondsetofchallenges foranyprogramincludesmaintaining rele-vance given emerging science, varied cul-tural perspectives, technological innova-tions,legal,andeconomicrealities.Willthe INREminorpersist?This willrequire fac-ultykeepingcoursesrelevant.
Onethingiscertain,land-useconflicts inrelationtopopulationgrowth, urbaniza-tion,andresourceutilizationwillrequire ef-fectivelyledpeopleworkingcollaboratively tofindinnovativesustainablesolutionsfor today’sandtomorrow’sgenerations.A con-temporary vision of our forestry future, particularlyin relationtofinding viableand supportedforestmanagementdecisions,must include the preparation of cross-culturally competentforestersandresourcemanagers.As participants in a forest health and wildfire workshopnoted, traditionalknowledge and scienceeducationknowledgecouldproducea resourcemanagementapproachthatis stron-gerthaneithercanprovidealone(Masonetal. 2012,p.192). Wethink that theCalPoly INREminorisonesmalleducationalstepin therightdirectionintermsof(1)living sus-tainably(i.e.,anintegrativeholisticapproach) while protecting the earth (Gordon et al. 2013),(2)respondingtoKimmerer’s(2002) calltoactiontointegratetraditionalecological knowledgewithscientificecological knowl-edge, (3) responding to the Bullard etal. (2014)findingsthattheSocietyofAmerican Foresters (SAF) accredited forestry pro-grams(e.g.,CalPoly,SanLuisObispo For-estryandNaturalResourcesprogram) con-tinuetoemphasizegreaterpreparationand general competencies inpeople-related ar-eas, and (4) helping students in our pro-gramstogainknowledgeandexperiencein areaslargelymissinginthecurriculum.We believethattheINREminorwillhelpour studentswhoareorwillbecomeSAF mem-bers meet their ethical responsibilities to managethelandandmaintainitslong-term capacitytoprovidedesiredmaterials,uses, and values for current and future genera-tions.We oweit toourpast, present,and futuregenerationstofindbetter,shared ap-proachestolivingsustainablyhereonearth. Endnotes
1. Inthisarticle,weusetheterms“Native”and “Indigenous”interchangeably.Theterm Na-tivetypicallyrefersto peoplesintheUnited States,whereasthetermIndigenousisaterm usedbytheUnitedNationsmoreglobally. 2. For more information, see ccip.uoregon.
edu/.
3. For more information, see www.fws.gov/ nativeamerican/traditional-knowledge.html. 4. For more information, see www.fs.fed.us/
research/tribal-engagement/roadmap.php). 5. For more information, see www.esa.org/
esa/about/esa-awards/chaptersections-awards/ traditional-ecological-knowledge-section/. 6. For more information, see http://skc.edu/
7. Formoreinformation,seewww.firststewards. org/dr-margaret-hiza-redsteer.html. 8. For more information, see http://www.
calpoly.edu.
9. For more information, see http://content-calpoly-edu.s3.amazonaws.com/ir/1/ publications_reports/polyview/pv12.pdf. 10. Foradditionalinformationrefertothe
Soci-etyofAmericanForesters’websiteatwww. safnet.org/about/codeofethics.cfm.
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