Year of Award
2024
Document Type
Professional Paper
Degree Type
Master of Science (MS)
Degree Name
Environmental Studies
Other Degree Name/Area of Focus
Natural Resource Conflict Resolution, Traditional Ecological Knowledge
Department or School/College
Environmental Studies
Committee Chair
Dr. Daisy Rooks
Commitee Members
Dr. Rosalyn LaPier, Jennifer Harrington
Keywords
Indigenous ecological knowledge, Human-carnivore conflict, Decolonial environmental education, Grizzly bear, Indigenous Research Methods
Publisher
University of Montana
Subject Categories
Bilingual, Multilingual, and Multicultural Education | Community-Based Research | Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Environmental Education | Environmental Sciences | Holistic Education | Indigenous Education | Natural Resources and Conservation | Other Environmental Sciences | Outdoor Education | Quantitative, Qualitative, Comparative, and Historical Methodologies | Science and Mathematics Education | Social Justice
Abstract
As grizzly bears (Ursus arctos horriblis) begin to reoccupy more of their historic range, and as humans and large carnivore populations continue to increase, incidences of human carnivore conflict are on the rise. A decolonial curriculum designed in collaboration with the Confederated Salish and Kootenai Tribe’s wildlife biologists stands to increase awareness of Indigenous ecological knowledge and teach youth about the importance of coexistence with carnivores. Additionally, this project could greatly influence youth perceptions of grizzly bears and other large carnivores. This research project examines the development and implementation of a carnivore coexistence curriculum for youth that is guided by Indigenous social justice pedagogies and Indigenous research methodologies. By braiding the knowledge found within the disciplines of conservation, social-behavioral science, and environmental education this decolonial curriculum provides youth with the traditional ecological knowledge and conflict prevention skills needed to prepare them to share the landscapes they live on with large carnivores. Assessment of the curriculum was completed via ethnographic observation of curriculum activities. By using a combination of Indigenous research methods & methodologies and qualitative research methods the research and product of this project represents a strong example of tribal collaboration. The future success of these species' rests in the hands of those of us living with them today as well as future generations.
Recommended Citation
Barron, Stephanie Anne, "Coalescence: A Carnivore Coexistence Curriculum that Braids Indigenous & Western Ecological Knowledge into a Relevant and Experiential Learning Opportunity for Youth" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12257.
https://scholarworks.umt.edu/etd/12257
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Community-Based Research Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Environmental Education Commons, Holistic Education Commons, Indigenous Education Commons, Natural Resources and Conservation Commons, Other Environmental Sciences Commons, Outdoor Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Science and Mathematics Education Commons, Social Justice Commons
© Copyright 2024 Stephanie Anne Barron