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The Medicine Wheel: Environmental decision-making process of indigenous people

样章
作者：
Michael E Marchand, Kristiina A Vogt 等
定价：
198.00元
ISBN：
978-7-04-051534-3
版面字数：
620.000千字
开本：
16开
全书页数：
暂无
装帧形式：
精装
重点项目：
暂无
出版时间：
2019-04-19
读者对象：
学术著作
一级分类：
自然科学
二级分类：
环境
三级分类：
环境科学
暂无
  • Front Matter
  • Chapter I Indigenous Knowledge Framework and the Medicine Wheel
    • 1.1 Bighorn Medicine Wheel Story
    • 1.2 The Medicine Wheel: Non-linear Knowledge-forming Process
  • Chapter II What Is Needed to be a “Leader without Borders”?
    • 2.1 My People’s 9,400 Year Ancestral History
    • 2.2 Becoming a “Leader without Borders”: Interview of Dr. Mike Marchand
  • Chapter III How Do You Become “Cultured”?
    • 3.1 Western European Culture: You Live it, You Wear it and You Eat it
    • 3.2 Culture According to Indigenous People
      • 3.2.1 Cultural Resources Defined by Tribes
      • 3.2.2 What Is a Cultural Resource?
    • 3.3 Keeping Deep Culture in TwoWorlds: Interview of Dr.Mike Tulee
    • 3.4 Culture Defined by Nation-Level Melting Pots
    • 3.5 Tribal Peoples’ Cultural Context: Interview of JD Tovey
    • 3.6 Cultural Foods and Food Security
      • 3.6.1 Loss of Food Security: Chemical Contamination
      • 3.6.2 Loss of Huckleberries and Tribal Culture: Interview of JD Tovey
      • 3.6.3 Skokomish Litigation for Rights to Hunt by Indian Tribes
    • 3.7 Holistic Nature Knowledge not Decoupled from Nature and Religion
    • 3.8 Languages and Indigenous People
    • 3.9 What Is Your Real Name? Dr. Mikes Wolverine Encounter
    • 3.10 Sports and Games Invented by American Indians
  • Chapter IV Western Science 6= Indigenous Forms of Knowledge
    • 4.1 Knowledge-forming Processes: Western Science 6= Indigenous Ways of Knowing
    • 4.2 How Knowledge Frameworks Address Scarcity of Land or Lack of Knowledge
    • 4.3 The Challenge of Culture for Western Scientists
    • 4.4 Traditional Knowledge: Native Ways of Knowing
    • 4.4.1 How Indigenous People Form Knowledge
    • 4.4.2 Indigenous Ecological and Spiritual Consciousness
    • 4.4.3 Ecological Calendars in Nature Literacy
    • 4.5 Juxtaposition of Western and Traditional Knowledge
    • 4.6 Who Are Trusted for Their Science Knowledge?
      • 4.6.1 How Citizens of the Western World Get Their FACTS
      • 4.6.2 How Native Americans Get Western Science FACTS
    • 4.7 Women’s Role in Passing Indigenous Knowledge Inter-Generationally: Interview of JD Tovey
    • 4.8 Role of Environmental Economics in Environmental Justice
      • 4.8.1 Natural Capital versus Cultural Values
      • 4.8.2 Makah Tribe’s Cultural Revitalization: Whaling
      • 4.8.3 Lower Elwha Klallam Tribe’s Dam Removal
      • 4.8.4 Restructuring Environmental Economics to be More Inclusive of Environmental Justice
      • 4.8.5 Special Acknowledgements
  • Chapter V Forestry Lens: Culture-based Planning and Dealing with Climate Change
    • 5.1 PNW U.S. Tribes and Leadership in Climate Change Planning
    • 5.2 Tribes, Tribal Resources and Forest Losses
      • 5.2.1 Historical Loss: Manifest Destiny and Loss of Forests
      • 5.2.2 Fire Cause Loss of Forests, Cultural Resources and Timber from a Shrinking Land Base
    • 5.3 Today Better Forest Management on Tribal Lands Compared to Their Neighbors
      • 5.3.1 Good Tribal Forestry under Federally Mandated Assessments (IFMAT): Interview of Dr. John Gordon
      • 5.3.2 Tribal Forestland Management: A Growing Force in the PNW U.S.
    • 5.4 Realities in Developing Resources on Reservations
      • 5.4.1 Making Business Decisions: Interview of Cal Mukumoto and Dr. Mike Marchand
      • 5.4.2 Challenges: A Boom? or a Dis-economy of Scale for Tribes?
  • Chapter VI Tribes, State and Federal Agencies: Leadership and Knowledge Sharing Dynamics
    • 6.1 Tribal/Federal/State Cultural Resource Policy
    • 6.2 Tribes and Washington State
      • 6.2.1 Washington State Policy Process and Tribes: Interview of John McCoy
      • 6.2.2 Washington Department of Natural Resources and Tribes: Interview of Rodney Cawston
    • 6.3 Alaska Natives, Conservation and Policy Process
      • 6.3.1 Alaska Native Perspectives on the Governance of Wildlife Subsistence and Conservation Resources in the Arctic
      • 6.3.2 Partnership — A Role for Nonprofits and Agencies in Conservation of Native Lands in Alaska
    • 6.4 Federal Agency and Tribes: Continuing Challenges to Tribal Rights
      • 6.4.1 Indigenous People’s Role in National Forest Planning
      • 6.4.2 USDA Forest Service Use of Culture in Land and Resource Management Planning Decisions
      • 6.4.3 Working as an Individual within a Federal Corporate Culture
    • 6.5 Inter-Tribal Collaborations: Increase Tribal Role in Natural Resource Planning
    • 6.5.1 The Water Protectors: Protest at Standing Rock
    • 6.6 Intra- and Inter-Governmental Affairs and Public Policy Process
      • 6.6.1 Preface
      • 6.6.2 Intra- and Inter-Governmental Affairs and Public Policy Process
  • Chapter VII Native People’s Knowledge-Forming Approaches Needed for Nature Literacy to Emerge among Citizens
    • 7.1 Why We Need New Education Tool for Nature Literacy for the Masses
    • 7.2 Massive Amounts of Fragmented Data in STEM Sciences
    • 7.3 Critical Analysis Lacking in Environmental Education
    • 7.4 Native People’s Storytelling Practices to Communicate Holistic Science
  • Chapter VIII Learning Indigenous People’s Way to Tell Circular Stories
    • 8.1 Technology to Digitize Stories Part of Popular Culture
    • 8.2 Digital Technologies Part of Popular Culture
    • 8.3 Challenges in Communicating and Telling Circular Stories
      • 8.3.1 Science Literacy Needs to be Circular and Not Linear
      • 8.3.2 Science Literacy Is an Information Problem
      • 8.3.3 Indigenous Stories Are Not Linear but Cultural and Transdisciplinary Science Knowledge
    • 8.4 Digitizing Native Stories without Pickling Culture: Interview of JD Tovey
    • 8.5 Stories in Navajo Lands
  • Chapter IX Medicine Wheel: Moving beyond Nature, People and Business Stereotypes
    • 9.1 When I Was a Young Boy
    • 9.2 Communicating Indigenous Knowledge to the Masses
    • 9.3 Medicine Wheel and Not Case Studies
    • 9.4 “Fictional Tribe” as an Educational Tool to Teach How to Form Holistic Knowledge
  • References
  • Index

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