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Ojibwe Culture & Knowledge of Climate Change in Fourth

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Ojibwe Culture & Knowledge of Climate Change in Fourth OJIBWE CULTURE & KNOWLEDGE OF CLIMATE CHANGE IN FOURTH-GRADE CURRICULA IN WISCONSIN PUBLIC ELEMENTARY SCHOOLS by Michael L. Aprill A dissertation submitted in partial fulfillment of Doctor of Education, Educational Sustainability at University of Wisconsin - Stevens Point 2020 Committee Chair: Pramod Parajuli, Ph.D. Members: Brian Rice, Ph.D.; Pamela Johns Danforth, Ph.D.; Joy O’Neil, Ph.D. Copyright © 2020 by Michael L. Aprill All rights reserved. No part of this dissertation may be used, reproduced, stored, recorded, or transmitted in any form or manner whatsoever without written permission from the copyright holder except in the case of brief quotations embodied in the papers of students, and in the case of brief quotations embodied in critical articles and reviews. Requests for such permission should be addressed to: Michael L. Aprill Email: [email protected] OJIBWE CULTURE & CLIMATE CHANGE IN CURRICULA Abstract The first purpose of this study was to provide recommendations for educators to update their fourth-grade social-studies and science curricula by including more accurate and thorough representation of Ojibwe knowledge about climate change. My second purpose was to enrich curricula by including better information about Ojibwe culture, ecology, and knowledge. I also learned how Ojibwe people were impacted by climate disruption, and how Ojibwe Elders related to and talked about climate. During this study, I observed and participated in a Climate Strong! Professional Development Institute that featured presentations by selected Ojibwe Elders. I conducted ten interviews with Ojibwe Elders of both the Red Cliff and Bad River Bands of Lake Superior Chippewa. I also interviewed three fourth-grade teachers from three schools and two extension educators who worked in tribal communities. I analyzed content and discourse in fourth-grade science and social-studies curricula, specifically on topics of climate disruption and Ojibwe culture. I recommend that educators include more accurate and thorough representations of Ojibwe knowledge about climate change in curricula and instruction. Keywords: Ojibwe knowledge, Ojibwe Elders, climate disruption, climate change, science curriculum, social-studies curriculum 1 OJIBWE CULTURE & CLIMATE CHANGE IN CURRICULA Dedication I dedicate this to the elders past, current, and future that inspire young people to make a difference in the world and to the elders that have and continue to inspire my path. 2 OJIBWE CULTURE & CLIMATE CHANGE IN CURRICULA Acknowledgements I would like to express my gratitude and appreciation those that provided guidance, support, and encouragement to make this journey possible. Chi Miigwech to the Elders of the Bad River and Red Cliff Bands of Lake Superior Chippewa, for your kindness and humbly sharing your knowledge and wisdom of Ojibwe culture and climate disruption. Thank you to the UW-Extension educators working with these tribes and showing me the importance of climate mitigation and education. Thank you to my school district for your support; to my students for your encouragement, and the fourth-grade teachers for sharing your experiences about teaching fourth grade. Dr. Parajuli thank you for helping me conceptualize this project, Dr. Rice and Dr. Johns Danforth thank you for your cultural guidance and encouragement, Dr. O’Neil thank you for your inspiration and guidance analyzing data, and thank you to Dr. St. Maurice for your editing. Thank you to my family for your support and understanding. Especially, thank you to Pat and our five children; Javier, Catalina, Matthew, Elizabeth, and Nicolai for the sacrifices and your patience, understanding, encouragement, and believing in me. Without you this project would not have reached fruition. 3 OJIBWE CULTURE & CLIMATE CHANGE IN CURRICULA Contents Abstract ....................................................................................................................................1 Dedication ................................................................................................................................2 Acknowledgements ..................................................................................................................3 List of Figures ..........................................................................................................................5 List of Tables ............................................................................................................................6 Chapter 1. Introduction .............................................................................................................7 Context .................................................................................................................................7 Glossary of Terms ..............................................................................................................10 Problem Statement .............................................................................................................13 Purpose Statement ..............................................................................................................14 Research Question .............................................................................................................15 Theoretical Models ............................................................................................................15 Significance of the Study ...................................................................................................20 Positionality .......................................................................................................................21 Summary ............................................................................................................................30 Chapter 2. Literature Review .................................................................................................32 School Curricula ................................................................................................................32 Indigenous People & Climate Change ...............................................................................41 Summary ............................................................................................................................50 Chapter 3. Research Design and Methodology ......................................................................51 Design ................................................................................................................................51 Procedures ..........................................................................................................................53 Settings ...............................................................................................................................59 Participants .........................................................................................................................63 Protocols ............................................................................................................................64 Cultural Norms...................................................................................................................68 Data Analysis .....................................................................................................................70 Limitations & Delimitations ..............................................................................................75 Reliability & Validity ........................................................................................................75 Summary ............................................................................................................................76 4 OJIBWE CULTURE & CLIMATE CHANGE IN CURRICULA Chapter 4. Findings ................................................................................................................77 Participant Profiles .............................................................................................................77 Themes ...............................................................................................................................93 Summary ..........................................................................................................................138 Chapter 5. Key Findings, Discussion, & Recommendations ...............................................139 Key Findings ....................................................................................................................139 Discussion ........................................................................................................................140 Recommendations for Practice ........................................................................................144 Recommendations for Further Research ..........................................................................147 Conclusion .......................................................................................................................148 References ............................................................................................................................150 Appendix A. Invitations & Consents ...................................................................................161 Appendix B. Approvals ........................................................................................................190 Appendix C. Timeline ..........................................................................................................198
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