Indigenous Knowledge and Geoscience on the Flathead Indian Reservation, Northwest Montana: Implications for Place-Based and Culturally Congruent Education

Johnson, Adam N.; Sievert, Regina; Durglo, Michael; Finley, Vernon; Adams, Louis E.; Hofmann, Michaël

doi:10.5408/12-393.1

Cited by 24 publications

(18 citation statements)

References 16 publications

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“…This understanding of ISC leverages multiple science communication models (Lewenstein, 2003), including contextual (e.g., culturally-responsive design, per Calabrese Barton and Tan, 2010), lay expertise (e.g., multiple ways of knowing, per Delgado Bernal, 2002), and public participation (e.g., co-creation and collaborative design, per Shirk et al, 2012). Inclusive approaches can yield broad benefits including improved science learning (Johnson et al, 2014;Lemus et al, 2014), an increased sense of science identity (Carlone and Johnson, 2007;Ong et al, 2011) and science capital (Archer et al, 2015;Dewitt et al, 2016) for underrepresented communities, and greater empathy among technical experts (Casapulla et al, 2018).…”

Section: Why Do We Need Inclusive Science Communication?mentioning

confidence: 99%

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

et al. 2020

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We live in an era of abundant scientific information, yet access to information and to opportunities for substantive public engagement with the processes and outcomes of science are still inequitably distributed. Even with increasing interest in science communication and public engagement with science, historically marginalized and minoritized individuals and communities are largely overlooked and undervalued in these efforts. To address this gap, this paper aims to define inclusive science communication and clarify and amplify the field. We present inclusive science communication as one path forward to redress the systemic problems of inequitable access to and engagement with STEMM (science, technology, engineering, mathematics, and medicine). We describe the first national Inclusive Science Communication (InclusiveSciComm) Symposium held in the U.S. Based on the experience of organizing the symposium, we discuss recommendations for other convenings to help build a community of practice for inclusive science communication. In both research and practice, we advocate for more experimentation to help make inclusive science communication the future of science communication writ large, in order to engage diverse publics in their multiple ways of knowing and expand a sense of belonging in STEMM.

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Section: Why Do We Need Inclusive Science Communication?mentioning

confidence: 99%

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

et al. 2020

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“…There are notable examples of successful geoscience education initiatives that have demonstrated the value of place‐based learning (e.g., Cajete, 1999; DeFelice et al., 2014; Johnson et al., 2014), reinforcing the value of culturally responsive contexts and solutions‐based experiences in motivating students to engage in the geosciences (e.g., Apple et al., 2014; Ward et al., 2014). However, the lack of progress in translating these initiatives into gains in representation in the geosciences indicates a disconnect, or at least long lag, between education and research spheres.…”

Section: Geoscience Research At the Intersection Of Place And Communitymentioning

confidence: 99%

Equitable Exchange: A Framework for Diversity and Inclusion in the Geosciences

et al. 2021

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Despite growing demographic diversity in the United States population at large, in the 50 years that the National Science Foundation has been keeping demographic statistics, there has been a continuing lack of diversification in the Science, Technology, Engineering and Mathematics (STEM) workforce, leading to growing frustration and a compelling need for both equity and inclusion (Bernard & Cooperdock, 2018).Within the geosciences (Earth, Atmosphere, Ocean, and Polar Sciences), there is a current wave of energy and attention to issues of equity and social justice in geoscience spaces that is long overdue. Calls to action (Ali et al., 2020;Morris et al., 2020), publications (e.g., Chen et al., 2020;Marín-Spiotta et al., 2020), personal stories (#BlackAndStem (#BlackAndStem was created by Stephanie Page, PhD; twitter: @ThePurplePage)), new centers (e.g., AGU Ethics and Equity Center), and emerging movements (URGE: https://urgeoscience. org/) are pushing the edges and reforming approaches to broadening participation. This is encouraging, as past strategies to accelerate demographic and ethnocultural representation have not succeeded as hoped. Many existing approaches portray the lack of diversity as a problem of unequal access (e.g., via affordability or as a consequence of structural racism), and/or one of unequal interest, with evidence existing for both perspectives (Dutt, 2020; Posselt, 2020). One mechanism to broaden participation in the geosciences is to

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“…This model exemplifies a false dichotomy in scientific understanding. Scholars of the science of science communication point out there are both formal and informal ways people know and are exposed to science (Stocklmayer et al, 2010), including formal education (DeBoer, 2000), informal learning (Reich et al, 2010;Dawson, 2019), and traditional and indigenous ways of knowing (Johnson et al, 2014;Lemus et al, 2014). Differing ways of knowing and beliefs (e.g., political affiliation and religion) result in differential trust in scientific research, especially as related to climate change (Brossard and Scheufele, 2013;Eveland and Cooper, 2013;Wang et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Marine Observations and Society: Pathways to Improve Public Engagement and the Science-Policy Nexus

2021

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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Indigenous Knowledge and Geoscience on the Flathead Indian Reservation, Northwest Montana: Implications for Place-Based and Culturally Congruent Education

Cited by 24 publications

References 16 publications

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

Equitable Exchange: A Framework for Diversity and Inclusion in the Geosciences

Marine Observations and Society: Pathways to Improve Public Engagement and the Science-Policy Nexus

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