Traditional ecological knowledge in the tribal college classroom

William Lopik ()

Journal of Environmental Studies and Sciences, 2012, vol. 2, issue 4, 345 pages

Abstract: The college classroom at a tribal college offers a dynamic perspective on the discussion of traditional ecological knowledge. It provides a unique view because it is one of the very few settings in higher education where the majority of students in the class are American Indian. It is here where traditional ecological knowledge should become tangible, practical, and embraced. It is evident when students talk about their culture and spiritual practices. It is shown when they relate stories that their grandparents have passed down to them over the years. It is evident when they share their experiences of spending time in the forest and interacting with the land as if it was their best friend. My experience as a non-native instructor at the College of Menominee Nation in northern Wisconsin over the past 10 years has provided me with not only an appreciation for traditional ecological knowledge, but actually an understanding for how it is essential in the global study of environmental sustainability. This paper will detail the basis for making such an assertion. Copyright AESS 2012

Keywords: Menominee; Sustainability; Indigenous knowledge; Tribal college (search for similar items in EconPapers)
Date: 2012
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DOI: 10.1007/s13412-012-0095-7

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