CLEAN Teleconference Call January 31, 2023
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Patrick Freeland: Building a Fire
Bio: Honor, Pride, and Respect. These values serve as the foundation to a worldview of knowledge in plural – transdisciplinary understanding and holistic experience – in order to promote proactive change through community-based collaboration. Patrick Austin Freeland, Hotvltvlke Mvskoke (Wind Clan, Muscogee Creek Nation of Oklahoma) is a graduate of Haskell Indian Nations University and Purdue University, with focus on American Indian, Alaska Native, and Indigenous Peoples' adaptation to climate change and preservation of tribal and cultural sovereignty. Through commitment-to-action, Patrick centers his work ethic and civic engagement through intergenerational knowledge-sharing and through the utilization of interdisciplinary sciences, arts, and engineering, as a means to improve human and environmental health, social advancement, and intercultural understanding through reconciliation. Patrick's research and professional development have centered on climate change adaptation and mitigation, noncognitive development in education, and advancement of plural knowledges and conscientiousness.
Abstract: This is a story about creating open-access tools, content, and collaboration to advance preK-16 Indigenous climate education. "Being a Good Relative" is the driving principle for this Work; relationships are the greatest source of anti-fragility/resiliency in adapting to climate change, educating our Youth, and building lasting partnerships. The Core Values of Sovereignty, Relationality, and Responsibility, are central to the efficacy of the whole of a knowledge sharing network which centers partnerships within ecoregional representation. To ensure integrity and sustainable action, direction must be guided by Vision, executed by power in balance, and guided by wisdom. Indigenous Knowledge Systems (IKS) and Traditional Ecological Knowledges (TEK) are not static; they are – by nature – dynamic... alive and living. Extracting knowledge(s) and repurposing it without the context of the Peoples and Places in which it emerges is not only unethical but potentially harmful. Supporting Indigenous knowledge-keepers and traditional lifeways are paramount in advancing IKS/TEK as climate-education curriculum, thus distributing "support" requires developing an intertribal/interinstitutional relational network. This presentation will showcase the BuildingAFire.org website, including an open-access Indigenous Climate Education Bibliography, and an interactive ArcGIS map which can be used to explore Indigenous Nations and Peoples, Ecoregions, and National Risk Index in the United States.
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