Hostname: page-component-76fb5796d-45l2p Total loading time: 0 Render date: 2024-04-29T13:54:52.697Z Has data issue: false hasContentIssue false
  • English
  • Français

Creating Collaborative Learning Opportunities for Indigenous Youth with Archaeology-Based Environmental Education

Published online by Cambridge University Press:  16 January 2017

Elizabeth Reetz  and
William Quackenbush
Elizabeth Reetz
Affiliation:
University of Iowa Office of the State Archaeologist, 700 S. Clinton St., Iowa City, IA 52242, (elizabeth-reetz@uiowa.edu)
William Quackenbush
Affiliation:
Department of Heritage Preservation, Cultural Resources Division, W9035 Highway 54, Black River Falls, WI, 54615, (Bill.Quackenbush@ho-chunk.com)
Get access Rights & Permissions [Opens in a new window]

Abstract

Archaeologists are in a unique position to promote heritage and preservation through environmental education, the fundamentals of which have overlapping and parallel themes in archaeology education and outreach. Recently, successful community-based collaborative research and archaeology fieldwork initiatives between archaeologists and Native American/First Nations communities have prompted tribal leaders to pursue ways for youth in their communities to engage in contemporary cultural and natural resources work, thus inspiring future stewardship and introducing youth to professional pathways. With the guidance of archaeologists and tribal community educators, youth can participate in authentic, hands-on archaeological activities that place them into the roles of scientists and researchers and allow them to interpret their own archaeological heritage. A July 2015 partnership between archaeologists and the Ho-Chunk Nation in Wisconsin provided a place-based archaeological learning experience at a site area that was personally relevant to the student participants. A solid and collaborative planning process between archaeologists and tribal staff contributed to a successful workshop where all parties met their goals of strengthening partnerships and providing an enriching experience for the students. The integration of science-based archaeology with a traditional cultural learning environment provided a comfortable setting that resulted in noticeable engagement and enthusiasm.

Resumen

Resumen

Los arqueólogos están en una posición única para promover patrimonio cultural y preservación a través de la educación ambiental, cuyos fundamentos tienen temas superpuestos y paralelos a la educación y extensión a la comunidad en arqueología. Recientemente, iniciativas exitosas de investigación y trabajo de campo arqueológico, basadas en colaboración entre arqueólogos y comunidades de indígenas americanos y pueblos indígenas de Canadá, han motivado a líderes tribales a perseguir oportunidades para los jóvenes en sus comunidades que les permitan implicarse en trabajos contemporáneos sobre recursos naturales y culturales, y así inspirar futuras administraciones y abrirles caminos profesionales. Con el consejo de arqueólogos y educadores de la comunidad, los jóvenes pueden participar en actividades arqueológicas auténticas y prácticas que les colocan en los papeles de científicos e investigadores y que les permiten interpretar su propio patrimonio arqueológico. Una colaboración en julio de 2015 entre arqueólogos y el Nación Ho-Chunk en Wisconsin proveyó una experiencia de aprendizaje arqueológico en un yacimiento que fue personalmente relevante para los estudiantes que participaron. Un proceso sólido y colaborativo entre arqueólogos y los empleados tribales aportó un taller exitoso donde todos los involucrados lograron las metas de fortificar colaboraciones, proveyendo una experiencia enriquecedora para los estudiantes. La integración de arqueología basada en la ciencia, con un ambiente tradicional de aprendizaje cultural proveyó un entorno cómodo que facilitó una notable participación y entusiasmo.

Type
Research Article
Information
Advances in Archaeological Practice , Volume 4 , Issue 4: Special Issue: Designing and Assessing Public Education Programs in Archaeology , November 2016 , pp. 492 - 502
Copyright
Copyright © Society for American Archaeology 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References Cited

Atalay, Sonya 2012. Community-Based Archaeology: Research with, by and for Indigenous and Local Communities. University of California Press, Berkeley.Google Scholar
Berkson, Alice 2009. Talking to Tree Huggers: Integrating Archaeology into Natural Resource Programs. SAA Archaeological Record. 9(1):14–17.Google Scholar
Espinoza, Ambar 2016. New Federal Education Law Promotes Environmental Education. Rhode Island Public Radio. Electronic document, http://ripr.org/post/new-federal-education-law-promotes-environmental-education, accessed February 2, 2016.Google Scholar
ETR Associates 2012. Service-Learning & Historic Preservation. National Service-Learning Clearinghouse. Electronic document, http://www.servicelearning.org/service-learning-amp-historic-preservation/service-learning-historic-preservation, accessed November 28, 2015.Google Scholar
Gruenewald, David A. 2003. Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education. American Educational Research Journal. 40(3):619–694.CrossRefGoogle Scholar
Hilberg, R. Soleste, and Tharp, Roland G. 2002. Theoretical Perspectives, Research Findings and Classroom Implications of the Learning Styles of Native American and Alaska Native Students. ERIC Digest EDO-RC-02-3, ERIC Clearinghouse on Rural Education and Small Schools, Charleston, West Virginia.Google Scholar
Irvine, Jacqueline Jordan, and York, Darlene Eleanor 1995. Learning Styles and Culturally diverse Students: A Literature Review. In Handbook of Research on Multicultural Education, edited by Banks, James A. and Banks, Cherry A. McGee, pp. 484–497. Macmillan, New York.Google Scholar
King, Eleanor M. 2016. Systematizing Public Education in Archaeology. Advances in Archaeological Practice. 4(4 ):415–424.CrossRefGoogle Scholar
Nicholas, George P 2011. Being and Becoming Indigenous Archaeologists. Left Coast Press, Walnut Creek, California.Google Scholar
No Child Left Inside Coalition 2015. No Child Left Inside. Electronic document, http://www.cbf.org/ncli, accessed February 2, 2016.Google Scholar
Nordström, Hanna Kaisa 2008. Environmental Education and Multicultural Education: Too Close to be Separate?. International Research in Geographical and Environmental Education. 17(2):131–145.CrossRefGoogle Scholar
North American Association for Environmental Education (NAAEE) 2009. Nonformal Environmental Education Programs: Guidelines for Excellence. NAAEE, Washington D.C. Electronic document, http://resources.spaces3.com/b85e2c0a-f321-40c2-9857-19a5f29d750b.pdf, accessed November 14, 2015.Google Scholar
North American Association for Environmental Education (NAAEE) 2015. What Is Environmental Education? Electronic document, http://www.naaee.net/what-is-ee, accessed November 15, 2015.Google Scholar
Phillips Academy 2016. Pecos Pathways. Electronic document, https://www.andover.edu/museums/museumofarchaeology/pecospathways/pages/default.aspx, accessed May 12, 2016.Google Scholar
Semken, Steven 2012. Place-Based Teaching and Learning. In Encyclopedia of the Sciences of Learning, edited by Seel, Norbert M., pp. 2641–2642. Springer, New York.CrossRefGoogle Scholar
Semken, Steven, and Freeman, Carol Butler 2008. Sense of Place in the Practice and Assessment of Place-Based Science Teaching. Science Education. 92:1042–1057.CrossRefGoogle Scholar
Sgouros, Rebecca A., and Stirn, Matthew A. 2016. Community Heritage and Place-Based Learning at the Linn Site, Idaho. Advances in Archaeological Practice. 4(4 ):479–491.CrossRefGoogle Scholar
Sheppard, Paul R., Donaldson, Brad A., and Huckleberry, Gary 2010. Quantitative Assessment of a Field-Based Course on Integrative Geology, Ecology, and Cultural History. International Research in Geographical and Environmental Education. 19(4 ):295–313.CrossRefGoogle Scholar
Silliman, Stephen W. 2008. Collaborative Indigenous Archaeology: Troweling at the Edges, Eyeing the Center. In Collaborating at the Trowels Edge: Teaching and Learning in Indigenous Archaeology, edited by Silliman, Stephen W., pp. 1–24. University of Arizona Press, Tucson.Google Scholar
Sobel, David 2004. Place-Based Education: Connecting Classrooms & Communities. Orion Society, Great Barrington, Massachusetts.Google Scholar
Stapp, William B. 1969. The Concept of Environmental Education. Journal of Environmental Education. 1(1):33–36.Google Scholar
TallBear, Kimberly 2001. Understanding the Federal/Tribal Relationship and Barriers to Including Tribes in Environmental Decision-making. International Institute for Indigenous Resource Management, Denver. Electronic document, http://www.iiirm.org/publications/Articles%20Reports%20Papers/Environmental%20Protection/unders~1.pdf, accessed December 7, 2015.Google Scholar
Tribal Youth Media 2011. Relevant Research: Indigenous Science and Movie Making: A Wise Combination. Electronic document, http://www.tribalyouthmedia.org/research.html, accessed December 1, 2015.Google Scholar
UNESCO 1978. Final Report of Intergovernmental Conference on Environmental Education. Organized by UNESCO in cooperation with UNEP, Tbilisi, USSR, 14-26 October 1977, Paris: UNESCO ED/MD/49.Google Scholar
UNESCO World Heritage Center 2015. Cultural Landscapes. Electronic document, http://whc.unesco.org/en/culturallandscape/, accessed December 3, 2015.Google Scholar
van der, Hoeven Kraft, Katrien J., Srogi, LeeAnn, Husman, Jenefer, Semken, Steven, and Fuhrman, Miriam 2011. Engaging Students to Learn through the Affective Domain: A New Framework for Teaching in the Geosciences. Journal of Geoscience Education. 59:71–84.CrossRefGoogle Scholar