Ojibwe culture & knowledge of climate change in fourth-grade curricula in Wisconsin public elementary schools
File(s)
Date
2020-08Author
Aprill, Michael L.
Publisher
School of Education, University of Wisconsin-Stevens Point
Advisor(s)
Parajuli, Pramod
Metadata
Show full item recordAbstract
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.
Subject
Ojibwe knowledge
Ojibwe Elders
climate disruption
climate change
science curriculum
social-studies curriculum