The Desert Research Institute’s Native Climate education team, Ileah Kirchoff and Crystal Miller, hosted a collaborative workshop between the Walker River Paiute Tribe and the Fallon Paiute Shoshone Tribe on May 4, 2024. In attendance were Indigenous knowledge holders from Walker River Paiute Tribe, Kutzadika’a Tribe of Mono Lake, and Fallon Paiute Shoshone Tribe; elected Tribal leaders from Fallon Paiute Shoshone Tribe and Kutzadika’a Tribe of Mono Lake; and educators from Mineral County and Churchill County School Districts.
The session focused on Indigenous curriculum development and the incorporation of Traditional Ecological Knowledge (TEK), particularly in lessons about the climate crisis. "Meaningful Indigenous curriculum requires us to take a step past culturally relevant content in order to change the paradigms through which we teach young people." Participants shared their knowledge, modeled learning through experience, created educational resources, and discussed how education can reach all students through change.
Through the workshop, knowledge holders worked collaboratively with classroom educators to develop curriculum that incorporates Indigenous and place-based education practices specific to their regions. These curriculum resources were created with a foundation of TEK from Tribal leaders, Indigenous knowledge holders, and Tribal members while still following the required Next Generation Science Standards. Promoting Tribal sovereignty through education and curriculum development was a popular topic that introduced a larger view of the world from a linear science-based understanding to a cyclical one.
As the workshop progressed, participants modeled learning by interacting in hands-on learning stations and discussions surrounding open-ended questions. These questions allowed conversations to flow naturally as individuals discussed their own experiences in education.
In break-out groups, participants brainstormed necessary TEK components, actionable steps, and key role players within Indigenous curriculum development. Anti-racist work in the education system was a challenging topic that attendees addressed gracefully by listening to one another and communicating solutions for reforming this educational issue through collective efforts and policy change.
The DRI Climate Education team plans to host follow-up workshops between the two tribes to advance their mission as well as continue assisting and fostering collaboration between Tribal educators and representatives. The next meeting is tentatively scheduled for October 2024.