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1. Thirty-Two Years of Integrating Archaeology and Heritage Management in Belize: A Brief History of the Belize Valley Archaeological Reconnaissance (BVAR) Project’s Engagement with the Public

   https://doi.org/10.3390/heritage3030040  

   Hoggarth, Julie A.; Awe, Jaime J.; Ebert, Claire E.; Guerra, Rafael A.; Beardall, Antonio; Watkins, Tia B.; Walden, John P. (September 2020, Heritage)

   null (Ed.)

   Since its inception in 1988, the Belize Valley Archaeological Reconnaissance (BVAR) Project has had two major foci, that of cultural heritage management and archaeological research. While research has concentrated on excavation and survey, the heritage management focus of the project has included the preservation of ancient monuments, the integration of archaeology and tourism development, and cultural heritage education. In this paper, we provide a brief overview on the history of scientific investigations by the BVAR Project, highlighting the project’s dual heritage management and research goals. This background offers the basis in which to discuss the successes and challenges of the project’s efforts in cultural heritage management and public engagement, particularly in early conservation efforts, in its training and educational efforts, and its ongoing outreach activity. We emphasize the need to train Belizeans as professional archaeologists and conservators, to serve as the next generation of advocates for Belize’s heritage management. We offer some ideas on how research projects can make significant contributions to heritage education and preservation in the developing world. 

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2. Nunaaqqit Savaqatigivlugich—working with communities: evolving collaborations around an Alaska Arctic observatory and knowledge hub

   https://doi.org/10.1139/as-2022-0044  

   Hauser, Donna D.W.; Glenn, Roberta Tuurraq; Lindley, Elizabeth D.; Pikok, Kimberly Kivvaq; Heeringa, Krista; Jones, Joshua; Adams, Billy; Leavitt, Joe Mello; Omnik, Guy Norman; Schaeffer, Robert; et al (May 2023, Arctic Science)

   Indigenous Peoples across the Arctic have adapted to environmental change since time immemorial, yet recent climate change has imposed unprecedented and abrupt changes that affect the land and sea upon which communities rely. Co-created community-based observing programs offer an opportunity to harness the holistic breadth of knowledge in communities with the goal of tracking Arctic change while simultaneously supporting community priorities and local-scale needs. The Alaska Arctic Observatory and Knowledge Hub (AAOKH) is a network of Iñupiaq observers from northern Alaska coastal communities working in partnership with academic researchers. Here, we describe five core functions that have emerged through AAOKH, which include tracking long-term environmental changes; communicating Indigenous-led observations of the environment and their meaning; place-based and culturally relevant education; enabling scientific and Indigenous Knowledge exchange; and supporting community-led responses to environmental change. We outline and discuss specific actions and opportunities that have been used to increase knowledge exchange of AAOKH observations, make space for the next generation of Indigenous scholars, and create locally relevant data products and syntheses that can inform resource management and community planning. We also discuss our ongoing efforts to increasingly shift toward a knowledge coproduction framework as we plan to sustain AAOKH into the future. 

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3. “Whose story is being told?”: Local history, cultural heritage, and digital maps.

   Alexander, C; Brown, K; Weinburgh, M; Valverde, E (April 2023, Society for Information Technology and Teacher Education Conference Proceedings)

   Langran, E (Ed.)

   A critical outcome in social studies education is identity development, and an important component of this process is students establishing a sense of place in their communities, nation, and world. Using data from a southwestern city in the United States, researchers investigated the intersection of local history, identity development, and cultural heritage resources using GIS technology. The instructional unit in which students participated utilized a variety of geospatial technologies which facilitated the visualization of geographic concepts, field-based data collection of geocoded places, and creation of a digitally-mediated cultural heritage map, which allowed students to create a narrative around their cultural identity. The study followed an interpretive case study design. Based on the findings from this study, important implications emerged, which are valuable for both future research in this area, as well as for teachers who wish to replicate this pedagogical approach in their own teaching practice. The implications include the flexibility of geospatial technologies for addressing content-area concepts at all levels of the instructional unit, the potential of geospatial technologies for supporting student cultural identity development, and the value of school-university partnerships in promoting innovative teaching strategies in a high school classroom. 

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4. Utilizing Extractive Transportation Infrastructures for Subsistence Livelihoods: Experience of Evenki Communities in Eastern Siberia

   https://doi.org/10.3390/su162310583  

   Kuklina, Vera; Filippova, Viktoriya; Krasnoshtanova, Natalia; Savvinova, Antonina; Bogdanov, Viktor; Kuklina, Mariia (December 2024, Sustainability)

   The availability of natural resources drives the exploration and transformation of remote regions in the Arctic and beyond. Extractive infrastructure is one of the major sources of industrial development and environmental impact on landscapes. For Indigenous people, these landscapes are homely environments full of sentient beings, and for other local communities, they provide a wide variety of subsistence and hunting resources. While extractive infrastructure violence is the evident issue for many Indigenous communities, there are more complicated situations where extractive infrastructure is adopted and utilized for the subsistence and support of other human and more-than-human relations in local and Indigenous communities. Based on materials from interviews and observations with Evenki communities in Eastern Siberia in 2013–2021, the authors discuss the complex relations and sustainability issues entangled around infrastructure objects’ creation, use, maintenance, and transformations. The results demonstrate a wide variety of relations between obshchinas (non-governmental organizations of Indigenous peoples) and extractive companies constructed with infrastructure development of the latter. The paper discusses the shortcomings of the top-down approach in infrastructure planning and the need for contextualization and meaningful engagement with affected communities, some examples of which have already taken place in specific locales. The study concludes by calling for the support of environmentally and socially just infrastructure defined by Indigenous people and local communities as a way to increase sustainability. 

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5. "Pre-engineering Collaboration as a Tool to Facilitate Decolonization of Native American Students".

   Pieri, Robert V.; Allard, Austin J.; Allery, TA.; Vallie, A; Bowen, B.; Haefner, K.; Nelson, L.; Luecke, D.; Parker, M. M. (June 2020, 2020 ASEE Virtual Annual Conference Content Access)

   Abstract Pre-engineering Collaboration as a Tool to Facilitate Decolonization of Native American Students The intent of this paper is to describe how a collaborative engineering education program operating on a number of tribally controlled colleges and universities, TCU’s, across a particular geographic region of the United States may, through thoughtful application of best educational practices including a community-based approach, be seen as a tool that moves decolonization within Native American communities and education systems forward. Put in terms of a research question: “How effective can the funded program be when considered as a method to move decolonization forward in Native American engineering education and could it increase enrollment?” This collaborative education effort which is been going on for the past 10 years and is soon to graduate its 10th student with a Baccalaureate of Science in either Civil, Mechanical, Electrical or Agricultural Engineering, is using this milestone as an opportunity to do some introspection on the program, its achievements, the processes that were used and some long-term outcomes. In recent history great consideration has been given by indigenous peoples to the recognition of colonial influences on their current lives. Much discussion has taken place among Native Americans regarding efforts to mitigate or reverse these influences on their reservations and lives. This paper will offer a working definition of decolonization as it might be applied to educational activities and specifically engineering education involving Native Americans. The paper will present information about the effectiveness and costs of considering and supporting the “total student” and how it may be augmented to accomplish decolonization. The steps and procedures utilized to affect this transformation will be presented and discussed, along with basic numerics to indicate effectiveness. Relevancy of this activity to other situations in other underrepresented or under-resourced communities will be discussed. 

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