Developing a science-based climate resilience curriculum for Indigenous youth through the lens of Intersectional environmental justice and community building

Abstract

Our climate is quickly changing and it is affecting populations throughout Washington State, specifically areas surrounding Washington’s waters. To prepare for our changing climate and for our transition from a reliance on views and beliefs that have led us to our current global environmental problems, we must focus on teaching high school youth skills to monitor and track changes in their local environments and to organize and make changes that build community resilience. Native youth are at the forefront of the changing climate and see climate disasters daily. A co-production of educational curricula using traditional knowledge and western knowledge can allow for an educational curriculum that builds resilient communities and community members. Through review of literature, cooperation with varying organizations, and focus on hands-on aquatic monitoring skills, I developed a curriculum for high school youth. The high school curriculum, composed of 11 modules of lessons, activities and site visits, is a living tool and should change and adapt with the students. It will be reviewed by educators, tribal members, tribal elders, students, and Washington State employees for continued betterment and relevancy. As a live document, the curriculum will incorporate feedback from students, and the results of learning efficacy surveys. Education, hope, and resilience are essential to a future in an ever-changing world. Through kinesthetic learning opportunities in environmental monitoring, students will become more prepared to take action on climate. This knowledge coupled with knowledge of policy, organizing, and justice will ensure students are well equipped for professional opportunities and to overcome various societal constraints.