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In recent years, Traditional Ecological Knowledge (TEK) has gained prominence in ecosystem science and governance, enhancing understanding of landscape conditions, systems dynamics, and ethical restoration practices. However, Indigenous community engagement in science and practice remains limited. In this paper, we investigate TEK’s contribution to forest ecosystem research for resilient livelihoods, methods for bridging TEK with Western science, and share insights from Ojibwa perspectives on ecological restoration and wellbeing. A systematic review of TEK literature from 2001 to 2022 was conducted using Web of Science, with bibliometric analysis and narrative review using VOSviewer and Biblioshiny. Our findings suggest that while TEK is prevalent in social-ecological resilience and climate change mitigation research, forest ecosystem restoration receives less attention. Most literature considers Indigenous peoples as research participants rather than collaborative research partners. Differences in ontologies and sociological barriers between Indigenous peoples and government agencies may hinder TEK’s inclusion in restoration practices. Reflecting on the wild rice restoration efforts of Ojibwa in the Keweenaw Bay Indian Community, we discuss timescale dimensions of research partnerships and restoration projects with Indigenous communities. Guided by Indigenous knowledge systems, we conclude that restoration activities have the potential to strengthen humanecosystem livelihoods in our shared landscapes and futures.
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How Community-Driven Design Research Endures When the World is on Fire
Scholars have called for equity-oriented, community-centered approaches to STEM related research and design to help address the persistent disparities and inequities in these fields. In response to this need, we explore a community-driven design research approach, a collaborative research process in which Indigenous partners maintain sovereignty. As a team of Indigenous and non-Indigenous educators, researchers, and designers, we present our thinking in-progress of how we have engaged the initial phases of our community-driven research and endured in the midst of global pandemic and unrest in 2020. Findings capture a snapshot of our ongoing insights for effective strategies to engage and sustain community-driven design research as a critical methodological approach.
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- Award ID(s):
- 1943630
- PAR ID:
- 10406297
- Editor(s):
- de Vries, E.
- Date Published:
- Journal Name:
- Proceedings of 15th International Conference of the Learning Sciences
- ISSN:
- 1573-4552
- Page Range / eLocation ID:
- 1085-1086
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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